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®nibers(ttj>  of  JJortf)  Carolina 


THE  STATE  UNIVERSITY  AND  THE  NEW  SOUTH 

THE  UNIVERSITY  OF  NORTH  CAROLINA 


THE  STATE  UNIVERSITY 
AND  THE  NEW  SOUTH 

BEING  THE  PROCEEDINGS  OF  THE 
INAUGURATION  OF  HARRY  WOOD- 
BURN  CHASE  AS  PRESIDENT  OF 
THE  UNIVERSITY  OF  NORTH  CARO- 
LINA ,  &  ^t  £  j*  &  <£  .£ 


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CHAPEL  HILL,  N.  C. 
APRIL  28,  1920 


INAUGURAL  PROGRAMME 


INAUGURAL  EXERCISES 
IN  MEMORIAL  HALL 

at  one-thirty  o'clock 
GOVERNOR  THOMAS  WALTER  BICKETT,  presiding 

MUSIC 

Coronation  March  (The  Prophet) — Myerbeer 
THE  UNIVERSITY  ORCHESTRA 

INVOCATION 

JOSEPH  BLOUNT  CHESHIRE 
Bishop  of  the  Diocese  of  North  Carolina 

THE  HIGHER  EDUCATION  AND  ITS  PRESENT  TASK 

ABBOTT  LAWRENCE  LOWELL 
President  of  Harvard  University 

JOHN  GRIER  HIBBEN 
President  of  Princeton  University 

CHARLES  RIBORG  MANN 

Chairman  of  the  Advisory  Board  of  the   War  Plans 
Division  of  the  General  Staff 

MUSIC 

Omnipotence — Schubert 
THE  UNIVERSITY  ORCHESTRA 

PRESENTATION   OF  THE   PRESIDENT 

FRANCIS  PRESTON  VENABLE 
Venable  Professor  of  Chemistry 


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ADMINISTRATION   OF   THE   OATH   OF   OFFICE 

WALTER  CLARK 
Chief  Justice  of  the  Supreme  Court  of  North  Carolina 

INDUCTION  INTO  OFFICE 

THOMAS  WALTER  BICKETT 

Governor  of  North  Carolina 

INAUGURAL  ADDRESS 

HARRY   WOODBURN   CHASE 

President   of   the    University   of   North   Carolina 

THE  UNIVERSITY  HYMN 

THE  UNIVERSITY  GLEE  CLUB  AND  THE  UNIVERSITY  ORCHESTRA 
(The  audience  is  requested  to  rise  and  join  in  the  singing) 

GREETINGS 

STATE   UNIVERSITIES 

EDWIN    ANDERSON    ALDERMAN 

President  of  the  University  of  Virginia 

THE    COLLEGES    OF    THE    STATE 

WILLIAM  Louis  POTEAT 
President  of  Wake  Forest  College 

THE  PUBLIC  SCHOOLS 

EUGENE   CLYDE   BROOKS 

Superintendent  of  Public  Instruction 

THE  ALUMNI 

WILLIAM  NASH  EVERETT 

Of  the  Class  of  1886 


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THE  STUDENT  BODY 

EDWIN  EMERSON  WHITE 

Of  the  Class  of  1920 

THE   FACULTY 

ARCHIBALD   HENDERSON 
Professor  of  Pure  Mathematics 

BENEDICTION 
BISHOP  JOSEPH  BLOUNT  CHESHIRE 

MUSIC 

March — Chambers 
THE  UNIVERSITY  ORCHESTRA 

(The  audience  is  requested  to  stand  while  the  Academic  Pro- 
cession is  passing  out) 

DINNER  AT  SWAIN  HALL 
at  6:30  P.M. 

RECEPTION    IN   BYNUM    GYMNASIUM 
at  9:30  P.M. 


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ORDER  OF  ACADEMIC  PROCESSION 

PROFESSOR  ANDREW  H.   PATTERSON 
Grand   Marshal 

FIRST  DIVISION 

STUDENT    BODY    WITH    EXCEPTION    OF    GRADUATES    AND 

SENIORS 
To  assemble  at  the  Law  Building  at  a  quarter  before  one  o'clock 

BEEMER  CLIFFORD  HARRELL 
Marshal 

PROFESSIONAL  SCHOOLS 
SENIOR    LAW    CLASS 

FREDERICK  O.  BOWMAN,  President 

JUNIOR    LAW    CLASS 

ERNEST  Me  ARTHUR  CURRIE,  President 

SECOND    YEAR    MEDICAL   CLASS 

GRAHAM  RAMSAY,  A.  B.,  President 

FIRST    YEAR    MEDICAL   CLASS 

SELLERS  M.  CRISP,  JR.,  President 

PHARMACY    CLASS 

JOHN  CREIGHTON  MILLS,  President 
THE  COLLEGE 
JUNIOR    CLASS 

JOHN  H.  KERR,  President 

SOPHOMORE   CLASS 

JOSEPH   ALTIRA   MCLEAN,   President 

FRESHMAN    CLASS 

ALLEN  H.  MCGEHEE,  President 


{Hmbergitp  of  JSortfj  Carolina 


SECOND   DIVISION 
ALUMNI   OF  THE   UNIVERSITY   OF   NORTH   CAROLINA' 

To  assemble  at  the  University  Inn  at  a  quarter  before 
one   o'clock 

COL.  ALBERT  L.  Cox 
Marshal 

THIRD  DIVISION 

FACULTIES      OF     NORTH      CAROLINA      COLLEGES      EXCEPT 

DELEGATES,    COUNTY   AND    CITY    SUPERINTENDENTS 

OF  NORTH  CAROLINA  SCHOOLS,  AND  TEACHERS 

IN     PUBLIC    AND     PRIVATE     SCHOOLS 

To  assemble  in  the  Geological  Laboratory  in  the  New  East 
Building  at   a  quarter  before  one  o'clock 

PROFESSOR   NATHAN   WILSON    WALKER,    B.  A. 

Marshal 

FOURTH  DIVISION 

COUNCIL   OF   STATE;    STATE   OFFICERS;    COMMITTEES    AND 
MEMBERS    OF   THE    GENERAL   ASSEMBLY 

To  assemble  in  the  lecture  room  in  Chemistry  Hall  at  a 
quarter  before  one  o'clock 

Louis   ROUND   WILSON,   Ph.  D. 

Marshal 


FIFTH  DIVISION 
TRUSTEES    OF   THE   UNIVERSITY 

To  assemble   in   the  office  of   the   Business   Manager   of   the 
University  at  a  quarter  before  one  o'clock 

PROFESSOR   JAMES    MUNSIE    BELL,    Ph.  D. 
Marshal 


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SIXTH  DIVISION 

MEMBERS  OF  THE  GRADUATE  SCHOOL  AND   SENIOR   CLASS 
OF    THE    COLLEGE 

To  assemble   in  the   Old   East   Building  at  a  quarter  before 
one   o'clock 

JOHN  PIPKIN  WASHBURN 
Marshal 


SEVENTH  DIVISION 

JUSTICES  OP  THE   SUPREME   COURT   OF   NORTH    CAROLINA 

To  assemble  in  the  Treasurer's  office  in  the  Alumni  Hall  at  a 
quarter  before  one  o'clock 

PROFESSOR  PATRICK  HENRY  WINSTON 
Marshal 

WALTER  CLARK,  LL.  D.,  Chief  Justice 
PLATT  D.  WALKER,  LL.  D.,  Associate  Justice 
GEORGE  H.  BROWN,  LL.  D.,  Associate  Justice 
WILLIAM  A.  HOKE,  LL.  D.,  Associate  Justice 
WILLIAM  R.  ALLEN,  LL.  D.,  Associate  Justice 


®ntber£ttp  of  J^ortlj  Carolina  11 


EIGHTH  pIVISION 

DELEGATES    OF    LEARNED    AND    PROFESSIONAL    SOCIETIES 
AND  ASSOCIATIONS  IN  THE  ORDER  OF  SENIOR- 
ITY   OF    THEIR    ORGANIZATION 

To  assemble  in  the  lecture  room  No.  2,  in  Alumni  Hall,  at  a 
quarter   before  one   o'clock 

PROFESSOR  PARKER  HAYWARD  DAGGETT,  S.  B. 
Marshal 

Boston  Society  of  Natural  History 

PROFESSOR  COLLIER  COBB,  Sc.  D. 
American  Oriental  Society 
American  Society  of  Civil  Engineers 

BRENT  SKINNER  DRANE,  S.  M. 
American  Institute  of  Mining  and  Metallurgical  Engineers 

PROFESSOR  JOSEPH  HYDE  PRATT,  Ph.  D. 
American  Association  for  the  Advancement  of  Science 

PROFESSOR     FRANCIS     PRESTON     VENABLE,     Ph.  D., 

Sc.  D.,  LL.  D. 
American  Library  Association 

Louis  ROUND  WILSON,  Ph.  D. 
American  Chemical  Society 

CHARLES  HOLMES  HERTY,  Ph.  D. 
North  Carolina  Teachers'  Assembly 

SUPERINTENDENT  S.  B.  UNDERWOOD 
Archaeological  Institute  of  America 

PROFESSOR  A.  MITCHELL  CARROLL,  Ph.  D. 
American  Society  of  Naturalists 

PROFESSOR  HENRY  V.  WILSON,  Ph.D. 


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American  Institute  of  Electrical  Engineers 

PROFESSOR  WILLIAM  HAND  BROWNE,  A.  B. 
American  Historical  Association 

PROFESSOR  WILLIAM  K.  BOYD,  Ph.  D. 
American  Folklore  Society 

PROFESSOR  FRANK  CLYDE  BROWN,  Ph.  D. 
National  Geographic  Society 

PROFESSOR  COLLIER  COBB,  Sc.  D. 
Geological  Society  of  America 

PROFESSOR  L.  C.  GLENN,  Ph.  D. 
Confederate  Memorial  Literary  Society 

MRS.  E.  E.  MOFFITT 
American  Psychological  Association 

DR.  J.  F.  DASHIELL 
General  Education  Board 

EDWIN  ANDERSON  ALDERMAN,  D.  C.  L.,   LL.  D. 
American  Philosophical  Association 

PROFESSOR  E.  B.  BROOKS 
Southern  Medical  Association 

DR.  GEORGE  W.  COOPER 
American  Country  Life  Association 

PROFESSOR  E.  C.  BRANSON 
American  Sociological  Society 

PROFESSOR  E.  C.  BRANSON 
North  Carolina  Academy  of  Science 

R.  W.  LEIBY,  S.  M. 
American  Council  on  Education 

SAMUEL  PAUL  CAPEN,  Ph.  D.,  Director 


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NINTH  DIVISION 

DELEGATES     OF     UNIVERSITIES     AND     COLLEGES     IN     THE 
ORDER  OF  SENIORITY  OF  THEIR  ORGANIZATION 

To  assemble  in  No.  10  Alumni  Hall  at  a  quarter  before 
one  o'clock 

PROFESSOR  CHARLES  LEE  RAPER,  Ph.  D. 
Marshal 

Cambridge  University 

PROFESSOR  FRANK  MORLEY,  Sc.  D. 

Harvard  University 

PRESIDENT  ABBOTT  LAWRENCE  LOWELL,  LL.  D. 

St.  John's  College 

PRESIDENT  THOMAS   FELL,   Ph.D.,   D.  C.  L.,   LL.  D. 

Yale  University 

PROFESSOR  WILBUR  C.  ABBOTT,  B.  Litt.,  A.  M. 

Princeton  University 

PRESIDENT    JOHN    GRIER    HIBBEN,    Ph.  D.,    LL.  D., 
L.  H.  D. 

Columbia  University,  Barnard  College,  Teachers'  College 
DEAN  GEORGE  B.  PEGRAM,  Ph.  D. 

Washington  and  Lee  University 

PRESIDENT  HENRY  Louis  SMITH,  LL.  D. 

Dartmouth  College 

HON.  GEO.   H.   MOSES,   Senator   from   New  Hamp- 
shire. 

Brown  University 

WILLIAM  VAIL  KELLEN,  Ph.D.,  LL.  D. 

Salem  Academy  and  College 

PRESIDENT  HOWARD  E.  RONDTHALER,  A.  M.,  D.  D. 


14       ®fje  S>tate  ®ntber£itp  anb  tfie 


University  of  Maryland,   School  of  Medicine  and  College  of 
Physicians  and   Surgeons 

DR.  ALEXIUS  MCGLANNAN 
Union  College 

REV.  EPHRAIM  C.  MURRAY,  D.  D. 
University  of  Pittsburgh 

CHANCELLOR   SAMUEL    BLACK    McCoRMiCK,   LL.  D. 
University  of  South  Carolina 

PRESIDENT  WILLIAM   SPENSER  CURRELL,  LL.  D. 
University  of  Virginia 

PRESIDENT   EDWIN   ANDERSON   ALDERMAN,   D.  C.  L.. 

LL.D. 
Amherst  College 

REV.  AARON  BURTIS  HUNTER,  D.  D.,  Alumnus 
George  Washington  University 

DR.  ERIC  A.  ABERNETHY,  Alumnus 
Washington  and  Jefferson  College 

DR.  DAVID  J.  WOOD,  Alumnus 
Trinity  College  (Conn.) 

RT.     REV.    JOSEPH     B.     CHESHIRE,    A.M.,     D.  D., 

Alumnus 
University  of  Rochester 

PROFESSOR  JAMES  HOLLY  HANFORD,  Ph.  D.,  Alumnus 
Oxford  College   (N.  C.) 

PRESIDENT  F.  B.  HOBGOOD,  A.  M.,  D.  D. 
Western  Reserve  University 

JOHN  R.  RUGGLES,  A.  B.,  Alumnus 
McCormick  Theological  Seminary 

REV.  T.  H.  MCCONNELL,  D.  D.,  Alumnus 
Randolph-  Macon  College 

PRESIDENT  ROBERT  EMORY  BLACKWELL,  LL.D. 


ajntoersfttp  of  JJortf)  Carolina  15 


Wesleyan    University 

PROFESSOR  ARTHUR  M.  GATES,  Alumnus 
New  York  University 

PROFESSOR  HERMAN  HARRELL  HORNE,  Ph.  D. 
University  of  Alabama 

PRESIDENT  GEORGE  H.  DENNY,  LL.  D. 
Lafayette  College 

PRESIDENT  JOHN  H.  MACCRACKEN,  LL.  D. 
Oberlin  College 

DR.  JOSEPH  L.  DANIELS,  Alumnus 
University  of  Toronto 

DR.  GEORGE  HERBERT  LOCKE,  Alumnus 
Medical  College  of  Virginia 

PRESIDENT  STUART  McGuiRE,  M.  D. 
Union  Theological   Seminary 

REV.  ISAAC  M.  PITTENGER,  D.  D.,  Alumnus 
Guilford  College 

PRESIDENT   RAYMOND  BINFORD,   Ph.  D. 
Mount  Holyoke  College 

PROFESSOR   MARY   VANCE   YOUNG,    Ph.  D. 
Davidson  College 

PRESIDENT  WM.  J.  MARTIN,  LL.  D. 
Swarthmore    College 

J.  WILMER  PANCOAST,  B.  S.,  Alumnus 
Erskine  College 

PRESIDENT  JAMES  STRONG  MOFFATT,  D.  D. 
Hollins  College 

PRESIDENT  MATTY   L.   COCKE 
Haverford  College 

MR.  W.  A.  BLAIR,  Alumnus 


16      Wfje  fetate  ajntoertfttp  anb  tfje  JJeto 


Greensboro  College  for  Women 

PRESIDENT  SAMUEL  BRYANT  TURRENTINE,  D.  D. 

Saint  Mary's  School 

REV.  WARREN  W.  WAY,  Rector 

University  of   Notre   Dame 

REV.  JOHN  WILLIAM  CAVANAUGH,  D.  D. 

State  University  of  Iowa 

MAJOR  PERCY  E.  VAN  NOSTRAND,  U.  S.  A. 

Grinnell  College 

PRESIDENT  JOHN   HANSON   THOMAS   MAIN,   LL.  D. 

Trinity  College  (N.  C.) 

DEAN  WILLIAM  H.  WANNAMAKER,  Ph.D. 

Wofford  College 

PRESIDENT  HENRY  NELSON  SNYDER,  LL.  D. 

Peace  Institute 

PRESIDENT  MARY  OWEN  GRAHAM 

Catawba  College 

PRESIDENT  A.  D.  WOLFINGER,  D.  D. 

The  Pennsylvania  State  College 

DAVID  E.  ROBERTS,  A.  B.,  Alumnus 

Vassar  College 

MRS.   CHARLES   BAKER,   Alumna 

Massachusetts  Institute  of  Technology 

PROFESSOR  THOMAS  FELIX  HICKERSON,  A.  M.,  S.  B. 
(U.   N.   C.),  Alumnus 

Cornell  University 

PROFESSOR  WILLIAM  HENRY  GLASSON,  Ph.  D.  (Trin- 
ity College,  N.  C.),  Alumnus 


flUntoersrttp  of  J^ortf)  Carolina  17 


Michigan  Agricultural  College 

DR.  WM.  A.  TAYLOR,  U.  S.  Department  of  Agri- 
culture 

University  of   Maine 

C.  N.  RACKLIFFE,  A.  B.,  Alumnus 
Lehigh  University 

WALLACE  CARL  RIDDICK,  LL.  D.  (President  N.  C. 
College  of  Agriculture  and  Engineering), 
Alumnus 

University  of  Wyoming 

DR.  IRENE  W.  MORSE 
University  of  California 

PROFESSOR  DAVID  T.  MASON 
Purdue   University 

PROFESSOR  GORRELL  SHUMAKER  (N.  C.  College  of 
Agriculture  and  Engineering),  Alumnus 

University  of  Cincinnati 

PRESIDENT  CHARLES  WILLIAM  DABNEY,  LL.  D. 
Stevens  Institute  of  Technology 

J.  L.  COKER,  B.  S.,  Alumnus 
Smith  College 

PROFESSOR  JOHN  SPENCER  BASSETT,  Ph.  D. 
Vanderbilt  University 

PROFESSOR  EDWIN  MIMS,  Ph.  D. 
Wellesley  College 

MRS.  ALVIN  SAWYER  WHEELER,  A.  B.,  Alumna 
Johns  Hopkins  University 

DEAN  JOHN  HOLLADAY  LATANE,   Ph.D. 
University  of  Colorado 

LAWRENCE  EARL  HINKLE,  A.  M.  (Professor,  N.  C. 
College  of  Agriculture  and  Engineering), 
Alumnus 


18      ®be  fetate  ®ntoer*itp  anfc  tfje  Jgeto  g>outfj 


State  Normal  School  for  Women  (Farmville,  Va.) 
PROFESSOR  JAMES  M.  GRAINGER,  A.  M. 

University  of  North  Dakota 

PROFESSOR  FREDERICK  HENRY  KOCH,  A.M.  (Profes- 
sor, U.  N.  C.) 

Radcliffe  College 

PROFESSOR  MARY  SHANNON  SMITH 

Georgia  School  of  Technology 

PRESIDENT  KENNETH  GORDON  MATHESON,  LL.  D. 

Winthrop  Normal  and  Industrial  College 

PRESIDENT  D.  B.  JOHNSON,  LL.  D. 

North  Carolina  State  College  of  Agriculture  and  Engineering 
PROFESSOR  WILLIAM  ALPHONSO  WITHERS,  Sc.  D. 

North  Carolina  College  for  Women 

PRESIDENT  JULIUS  ISAAC  FOUST,  LL.  D. 

Leland    Stanford    University 

PROFESSOR  ERNEST  E.   BAUCOMB   (Professor,  N.  C. 
State  College  for  Women),  Alumnus 

Meredith  College 

PRESIDENT  CHARLES  E.  BREWER,  Ph.  D. 

Randolph-Macon  Woman's  College 

PRESIDENT  D.  R.  ANDERSON 

University  of  Arizona 

PRESIDENT  RUFUS  BERNHARD  VON  KLEINSMID,  Sc.  D. 
Lenoir  College 

PRESIDENT  J.  C.  PEERY 
Elon  College 

PROFESSOR  J.  U.  NEWMAN,  D.  D. 
Carnegie  Institute  of   Technology 

PRESIDENT   ARTHUR   ARTON    HAMERSCHLAG,   LL.  D. 


®mtoergit|>  of  Jlorti)  Carolina  19 


Converse  College 

PRESIDENT  ROBERT  PAINE  PELL,  Litt.  D. 
East  Carolina  Teachers  Training  School 

PRESIDENT  ROBERT  HERRING  WRIGHT,  B.  S. 
Sweet  Briar  College 

PRESIDENT  EMILIE  WATTS  McVEA,  Litt.  D. 
George  Peabody  College  for  Teachers 

PRESIDENT  BRUCE  RYBURN  PAYNE,  Ph.  D, 
Clark  University  and  Clark  College 

PROFESSOR  IVAN  E.  McDouGLE   (Sweet  Briar  Col- 

lege) 
Rice  Institute 

PRESIDENT  EDGAR  ODELL  LOVETT,  LL.  D. 
Coker  College 

PRESIDENT  ENOCH  WALTER  SIKES,  Ph.  D. 

TENTH   DIVISION 

FACULTY  OF  THE  UNIVERSITY  OF   NORTH   CAROLINA 

To  assemble  in  the  Dean's  office  in  Alumni  Hall  at  a  quarter 
before  one  o'clock 

DEAN  GEORGE  HOWE,  Ph.  D. 
Marshal 

ELEVENTH  DIVISION 

To  assemble  in  the   President's   Room  in  Alumni   Hall  at  a 
quarter  before  one  o'clock 

PROFESSOR  J.  G.  DE  ROULHAC  HAMILTON,  Ph.  D. 

Marshal 

GEORGE  TAYLOE  WINSTON,  A.  M.,  LL.  D. 
President  of  the  University  of  North  Carolina,  1891-1896 


20      gEfle  fetate  gUmbergitp  anb  tfte  jfceto  feoutfr 


EDWIN  ANDERSON  ALDERMAN,  D.  C.  L.,  LL.  D. 

President  of  the   University  of  Virginia 
President  of  the  University  of  North  Carolina,  1896-1900 

FRANCIS  PRESTON  VENABLE,  Ph.D.,  Sc.  D.,  LL.  D. 
President  of  the  University  of  North  Carolina,  1900-1914 

HARRY  WOODBURN  CHASE,  Ph.  D. 
President  of  the  University  of  North  Carolina 

THOMAS  WALTER  BICKETT,  LL.  D. 
Governor  of  North  Carolina 

JOSEPHUS  DANIELS,  LL.  D. 

Secretary  of  the  Navy 

ABBOTT  LAWRENCE  LOWELL,  LL.  D. 
President  of  Harvard  University 

JOHN  GRIER  HIBBEN,  LL.  D. 
President   of   Princeton    University 

CHARLES  RIBORG  MANN,  Ph.  D.,  Sc.  D. 

Chairman  of  the  Advisory  Board  of  the  War  Plans  Division 
of    the    General   Staff 

WALTER  CLARK,  LL.  D. 
Chief  Justice  of   the  Supreme   Court  of  North   Carolina 

RT.  REV.  JOSEPH  BLOUNT  CHESHIRE,  A.  M.,  D.  D. 
Bishop  of  the  Diocese  of  North  Carolina 

WILLIAM  Louis  POTEAT,  LL.  D. 
President  of  Wake  Forest  College 

EUGENE  CLYDE  BROOKS,  LL.  D. 
Superintendent  of  Public  Instruction 

FRANCIS  D.  WINSTON 
Chairman  of  the  Trustees'  Inauguration  Committee 


®mtoer*it|>  of  JJortf)  Carolina  21 

WILLIAM  NASH  EVERETT 
O/  the  Class  of  1886 

EDWIN   EMERSON   WHITE 
Of  the  Class  of  1920 

ARCHIBALD  HENDERSON,  Ph.  D.,  D.  C.  L. 

Professor  of  Pure  Mathematics 


22      ®fte  fetate  {Bntoertfttp  anb  tfje  JJeto  g>outf) 


INAUGURATION  COMMITTEE 

ARCHIBALD  HENDERSON 
Chairman  of  the  Faculty  Committee 

FACULTY 

ANDREW  H.  PATTERSON  J.  G.  DE  ROULHAC  HAMILTON 

GEORGE  HOWE  Louis  R.  WILSON 

PARKER  H.  DAGGETT  CHARLES  T.  WOOLLEN 

JAMES  B.  BULLITT  WALTER  D.  TOY 

ALVIN    S.    WHEELER 
Secretary 

FRANCIS  D.  WINSTON 
Chairman  of  the   Trustees'  Committee 

TRUSTEES 

A.  H.  ELLER  JULIAN  S.  CARR 

CHARLES   LEE   SMITH  W.  P.  BYNUM 


THE   STATE    UNIVERSITY  AND 
THE  NEW  SOUTH 


INTRODUCTORY 

GOVERNOR  THOMAS  WALTER  BICKETT 

When  the  achievements  of  the  Twentieth  Century 
shall  be  viewed  in  the  dry  light  of  history,  I  hazard 
the  opinion  that  it  will  be  recorded  that  the  most 
wholesome  contribution  this  Century  made  to  the 
progress  of  civilization  was  not  wireless  telegraphy 
nor  flying  machines  nor  submarines,  but  was  universal 
acknowledgement  by  enlightened  peoples  that  a  man's 
life  should  be  measured  by  its  relation  to  the  common 
good.  The  significance  and  potency  of  this  contribu- 
tion will  be  seen  to  rest  on  the  fact  that  the  acknow- 
ledgement was  not  merely  verbal,  but  was  made  in 
terms  of  service  and  self  denial. 

It  is  now  elementary  to  say  that  Christianity  is 
not  a  creed,  but  a  life.  Faith  itself  is  submitted  to 
the  acid  test  of  facts.  Likewise  governments  are  no 
longer  classified  according  to  forms  through  which  they 
express  themselves,  but  rather  according  to  the  measure 
of  opportunity  to  grow  that  the  government  guarantees 
to  the  average  man  and  according  to  the  humane 
provisions  made  for  those  who  through  no  fault  of 
their  own  are  unable  to  care  for  themselves. 

This  ideal  of  civic  righteousness  finds  robust  support 
in  this  venerable  seat  of  learning.  The  founders  of 
this  University  and  all  those  who  have  followed  in 


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their  footsteps  conceived  that  the  mission  of  this 
University  is  to  accurately  interpret  and  courageously 
advance  the  noblest  aspirations  of  our  people. 

Ours  is  distinctly  a  Christian  civilization.  Our 
people  are  anchored  to  a  rock-ribbed  faith  in  the 
Ten  Commandments  and  the  Sermon  on  the  Mount. 
Therefore  it  is  seemly  that  the  Inauguration  of  the 
Tenth  President  of  this  University  should  be  opened 
by  invoking  Divine  guidance  and  blessings.  The  Rt. 
Reverend  Joseph  Blount  Cheshire,  Bishop  of  North 
Carolina,  will  lead  us  in  prayer. 

INVOCATION 

BISHOP  JOSEPH  BLOUNT  CHESHIRE,  OF  THE  DIOCESE  OF 
NORTH  CAROLINA 

O  God,  our  Preserver,  our  Father,  the  Fountain  of 
all  Wisdom,  the  Source  of  Truth  and  Light;  be 
with  us  as  we  here  gather  in  Thy  presence,  and 
prosper  Thou  the  work  of  our  hands,  and  the 
aspiration  of  our  hearts,  for  the  enlightenment,  the 
development,  the  Christian  nurture,  of  our  Country, 
and  especially  of  the  youth  of  our  land. 

Thou  hast  been  with  us  in  the  past.  Our  fathers 
have  told  us  of  Thy  noble  works  in  their  time  of 
old;  and  our  eyes  have  seen  Thy  presence,  and  our 
hearts  recognize  with  gratitude  Thy  continued  good- 
ness, in  the  peace  and  plenty,  the  prosperity  and  power, 
with  which  Thou  dost  now  bless  our  State  and 
Nation. 

May  we  have  grace  and  wisdom  to  use  these  Thy 
gifts  for  the  true  welfare  of  Thy  people,  for  the 


itp  of  jfortfr  Carolina  25 


cause  of  Truth,  Righteousness,  and  Humanity,  not 
only  within  our  own  borders,  but  for  all  the  family 
of  Thy  children  to  the  ends  of  the  earth.  And  may 
we  ever  bear  in  mind  the  lessons  of  the  past,  in 
Thy  judgments  executed  upon  those  who  misuse  Thy 
gifts  of  prosperity  and  power. 

We  implore  Thy  continued  blessing  upon  our  whole 
country;  upon  our  President,  and  all  our  Federal 
authorities  ;  upon  our  Governor,  our  Judges,  our  Law- 
makers; and  upon  all  who  in  their  several  stations 
serve  Thee  by  faithfully  serving  Thy  people. 

We  invoke  Thy  Spirit  of  Light  and  Truth  upon 
this  our  State  University,  upon  all  its  officers,  teachers 
and  students.  Give  the  Spirit  of  Wisdom  to  all  those 
who  are  here  clothed  with  the  authority  of  govern- 
ment; and  grant  a  ready  will  and  a  docile  heart  to 
all  who  here  prepare  for  the  duties  of  life. 

Especially,  we  implore  Thy  grace  and  guidance  for 
him  who  is  now  called  to  the  service  of  leadership 
and  administration  in  this  great  institution  ;  that  he 
may  guard  its  interests,  extend  its  influence,  and 
make  its  light  to  shine  into  all  our  dark  places,  for 
the  cleansing  of  our  land  from  ignorance,  prejudice 
and  error.  Give  him  a  deep  sense  of  the  duty  and 
responsibility  laid  upon  him,  that  with  an  humble  and 
valiant  spirit  he  may  gird  up  his  loins  for  his  task. 
And  do  Thou,  from  Whom  cometh  every  good  and 
perfect  gift,  illumine  his  mind,  strengthen  his  heart, 
and  sanctify  his  will  ;  that  he  may  faithfully  bear  his 
part  in  the  accomplishment  of  Thy  great  purposes 
for  the  good  of  the  world  and  for  the  welfare  of 
our  State  and  people. 


26      ®be  &tate  ®ntoer*itp  aito  tfje  JSeto  feoutfj 

We  ask  all  in  the  Name  of  our  Lord  and  Saviour 
Jesus  Christ,  Who  has  taught  us,  when  we  pray,  to 
say: 

Our  Father,  Who  art  in  Heaven,  hallowed  be  Thy 
Name;  Thy  Kingdom  come,  Thy  Will  be  done,  on 
earth  as  it  is  in  Heaven.  Give  us  this  day  our  daily 
bread.  Forgive  us  our  trespasses  as  we  forgive  those 
who  trespass  against  us.  Lead  us  not  into  temptation 
but  deliver  us  from  evil.  For  Thine  is  the  Kingdom, 
the  Power  and  the  Glory.  Amen. 

THE  HIGHER   EDUCATION  AND 
ITS  PRESENT  TASK 

FORMALISM  IN  EDUCATION 

PRESIDENT  ABBOTT  LAWRENCE  LOWELL,  OF  HARVARD 
UNIVERSITY 

Production  on  a  large  scale  requires  mechanical 
contrivances,  labor-saving  devices,  that  will  turn  out 
many  articles  of  a  kind;  and  therefore,  as  a  people 
devoted  to  large  scale  production,  we  like  such  con- 
trivances and  tend  to  do  things  by  mechanical  pro- 
cesses. Now  popular  education  is  certainly  conducted 
on  an  enormous  scale,  and  yet  mechanical  methods 
have  disadvantages  when  applied  to  teaching.  Instead 
of  treating  a  raw  material  of  uniform  quality,  we  are 
dealing  in  education  with- units  of  endless  variety; 
for  children  are  not  alike,  and  the  object  should  not 
be  to  reduce  them  to  uniformity,  but  to  bring  to 
perfection  their  natural,  varying  qualities. 

Education  in  all  grades  a  century  ago  followed  fixed 
curricula,  but  with  the  increase  in  the  number  of 


itp  of  J?ortf)  Carolina  27 


subjects  brought  within  the  scope  of  systematic  study, 
and  in  the  careers  for  which  they  prepare,  a  uniform 
course  of  teaching  has  become  impossible  in  any  period 
above  the  elementary  schools.  The  growing  diversity 
of  subjects  would  have  involved  no  small  difficulty 
in  the  mechanism  had  it  not  been  solved  by  the  system 
of  credits  for  courses.  Each  course  was  treated  as 
an'  equal  independent  unit  and  the  completion  of  the 
work  in  the  school  or  college  was  measured  by  the 
attainment  of  a  fixed  number  of  credits.  This  system 
adapts  itself  readily  to  any  complication  of  subjects, 
but  has  given  to  our  schooling  a  highly  mechanical 
character.  The  result  is  a  strange  opportunity  for 
obtaining  a  diploma  without  an  education. 

To  confer,  as  we  do,  the  diploma  in  school  or  college, 
solely  for  an  accumulation  of  credits  for  courses, 
inevitably  means  disregard  of  the  correlation  of  the 
knowledge  acquired  and  neglect  of  the  result  of  the 
whole  education  on  the  mind  of  the  pupil.  He  need 
not  have  pursued  any  subject  long  enough  to  learn 
it,  but  may  have  made  up  the  required  number  of 
credits  out  of  heterogeneous  fragments  ;  his  store  of 
knowledge  may  resemble  an  intellectual  junk  shop  — 
largely  perishable  at  that.  In  the  cards  actually  sent 
in  by  applicants  for  admission  to  college,  the  elements 
that  go  to  make  up  the  high  school  course  include, 
in  addition  to  commercial  courses,  credits  for  such 
subjects  as  the  following:  spelling,  public-speaking, 
debating,  glee  club,  orchestra,  band,  declamation, 
elocution,  expression,  dramatic  art,  physical  training, 
gymnastics  and  football.  Good  in  themselves,  they  are 
but  by-products  or  extra  curriculum  activities  rather 
than  a  proper  integral  part  of  a  sound  secondary 


28      ®lje  fetate  (Hntoertfttp  anb  tfje  ^eto  feoutft 

education.  In  one  case  that  I  saw,  the  high  school 
record  consisted,  besides  four  years  of  English,  of  a 
couple  of  years  Spanish;  some  algebra;  a  little  plane 
geometry;  one  year  each  of  American  history,  general 
science,  chemistry,  commercial  arithmetic  and  book- 
keeping; a  year  and  a  half  manual  training;  glee  club 
running  through  three  years;  and  one  year  of  "quar- 
tette." That  is,  of  course,  an  extreme  case,  but  the 
same  defect  occurs  in  a  lesser  degree  in  many  school 
records.  In  the  colleges  some  sort  of  order  exists, 
no  doubt,  at  the  present  time — less,  so  far  as  I  can 
gather,  in  the  public  schools. 

In  the  professional  schools,  such  as  those  of  law, 
medicine  and  engineering,  the  case  is  different;  there 
we  find  either  a  fixed  curriculum,  or  a  set  of  courses 
forming  a  part  of  a  recognized  body  of  professional 
knowledge.  The  student  is  working  on  an  intelligible 
plan.  The  instruction  forms  a  more  or  less  consistent 
whole;  but  in  schools  and  colleges  the  downfall  of 
the  old  curriculum  has  often  bee*n  succeeded  by 
chaos. 

Another  evil  flowing  from  the  system  of  credits 
which  all  count  alike  is  the  failure  to  encourage 
excellence,  by  allowing  mediocrity  to  count  as  much 
as  excellence.  In  the  great  English  universities  a  pass 
degree  is  of  little  value,  while  a  high  position  in  an 
honor  class  opens  the  gateway  to  a  career.  A  foreign 
born  citizen  told  me  the  other  day  that  the  first  genera- 
tion of  emigrants  of  his  race  were  eager  to  carry 
their  education  as  far  as  they  could;  but  that  the 
second  generation  lack  this  ambition  and  find  their 
chief  interest  in  athletic  prowess  and  non-academic 
pursuits.  If  this  is  generally  true,  it  is  a  very  serious 


®ntoer$ttp  of  JJortf)  Carolina  29 


matter;  and  the  reason  for  it  is  plainly  the  lack  of 
stimulus  to  excellence  in  our  schools  and  colleges — a 
lack  of  which,  I  submit,  is  due  to  the  mechanical 
nature  of  our  system.  An  educational  policy  that  fails 
to  stimulate  the  able  pupil  to  strive  for  superiority, 
has  failed  in  its  most  important  function,  is  doomed 
to  impotence,  and  is  unworthy  of  a  great  nation. 

Mechanical  processes  in  education  have,  indeed, 
drawbacks  of  many  kinds.  Our  system  of  credits 
makes  the  course  an  end,  instead  of  the  means  to  an 
end;  leads  the  student  to  aim  at  passing  a  course 
instead  of  acquiring  knowledge,  and  the  instructing 
staff  to  fix  their  attention  upon  carrying  through  a 
process  instead  of  attaining  a  result.  Passing  a  course 
is  a  very  different  thing  from  learning  a  subject,  and 
measuring  knowledge  in  terms  of  the  courses 
traversed  a  very  different  thing  from  measuring 
difference  between  estimating  the  amount  of  gasoline 
in  a  tank  by  computing  the  number  of  gallons  poured 
into  it  when  there  are  holes  in  the  tank,  and  measuring 
the  actual  amount  of  gasoline  there.  Students  who 
know  that  their  progress  depends  upon  the  courses 
passed  are  apt  to  look  on  getting  through  with  it  as 
the  object  of  a  course.  They  are  like  Gpoke's  tourists 
in  the  picture  galleries  of  Europe,  checking  off  in 
their  guide-books  the  pictures  they  have  hastily  seen 
and  straightway  forgotten.  Everyone  knows  how 
rapidly  the  knowledge  acquired  in  a  single  course 
upon  a  subject  fades  away  if  there  is  no  motive  for 
keeping  it  fresh.  A  well  educated  Englishman  is 
said  to  be  one  who  has  forgotten  Greek;  and  perhaps 
Americans  ought  to  be  regarded  as  particularly  well 
educated,  because  of  the  number  of  things  they  have 


so      Wbe  g>tate  ®mber$it|>  anb  tfje 


barely  touched  upon    in  their  school    days  and  then 
forgotten. 

One  of  the  worst  offenders  in  the  short-sighted 
regard  for  processes  without  considering  results  is 
to  be  found  in  medicine;  and  the  offense  is  part  of 
a  highly  laudable  effort  to  improve  pre-medical  edu- 
cation. Admission  to  a  medical  school  is  usually  open 
only  to  persons  who  have  taken  in  college  certain 
courses  in  chemistry,  physics  and  biology;  and  the 
Report  on  Education  Preliminary  to  the  Study  of 
Medicine  made  to  the  American  Medical  Association 
in  1918  prescribes  the  courses  to  be  so  required,  with 
the  number  of  hours  for  each.  The  intention  is 
excellent,  but  the  means  adopted  are  somewhat  unfor- 
tunate. A  man  who  has  learned  these  subjects  in 
any  other  way  than  by  a  college  course  is  not 
admissible,  and  this  may  happen;  while  on  the  other 
hand  a  course  in  chemistry,  for  example,  taken  in 
the  Freshman  year  and  almost  forgotten  before  the 
end  of  the  college  course  suffices,  and  that  often 
happens.  This  is  even  more  true  of  the  pre-medical 
requirement  of  languages.  In  not  more  than  one  case 
out  of  four  does  a  course  in  German  bring  the  student 
to  the  point  of  reading  the  language  for  practical 
purposes ;  but  the  language  can,  and  often  is,  acquired 
in  other  ways  than  by  college  courses;  and,  in  fact, 
the  student  who  can  read  German  fluently  has  com- 
monly learned  to  do  so  outside  the  college.  Now 
in  other  ways  than  by  college  courses;  and,  in  fact, 
French  or  German  before  admission  to  a  medical 
school,  and  the  test  would  be  a  real  value;  but  the 
requiring  of  a  course  in  the  subject  does  not  measure 
the  ability  to  read,  and  is  therefore  of  little  value. 


SUntoersitp  of  JJortl)  Carolina  31 


Sometimes  the  medical  requirement  verges  on 
tyranny.  This  is  the  case  in  a  state  where  the 
graduates  of  a  medical  school  are  refused  a  license 
to  practice  not  only  unless  they,  as  individuals,  have 
taken  in  college  certain  prescribed  courses — such  as 
chemistry,  physics,  biology,  French  or  German — but 
unless  the  medical  school  from  which  they  graduate 
makes  that  requirement  of  every  one  of  its  students, 
including  those  who  do  not  intend  to  practice  in  that 
state  at  all.  If  such  a  requirement  were  strictly 
followed,  a  young  man  who  had  taken  a  course  in 
German  but  could  not  read  it  would  be  admissible 
to  the  medical  school ;  but  one  who  had  learned  by 
residence  abroad  to  read  German  fluently  and  had 
not  taken  a  course  in  it  in  college  would  be  excluded. 
Mark,  I  am  not  objecting  to  educational  requirements 
before  admission  to  a  medical  school,  but  to  the 
mechanical  form  of  the  requirements.  The  supreme 
harm  done  by  provisions  of  such  a  mechanical  char- 
acter is  not  to  the  individual  student  or  to  the 
institution,  but  lies  in  inculcating  a  false  standard  in 
the  community  and  encouraging  principles  positively 
dangerous  to  American  education.  The  system  tends 
to  check  efforts  for  better  methods  and  more  sound 
standards.  The  object  is  good,  but  should  be  sought 
in  a  better  way. 

Mechanical  methods  of  measurement  are  the  easiest 
to  apply.  To  award  the  high  school  diploma  on 
completing  credits  for  sixteen  units  and  the  college 
degree  on  accumulating  credits  for  sixteen  courses,  to 
require  for  admission  to  a  medical  school  that  certain 
courses  should  have  been  taken  in  college,  is  a  simple 
form  of  procedure,  easy  to  apply  and  easy  to  explain ; 


32      ®!)e  fetate  ®ntoer£it|>  anb  tfje 


whereas  the  actual  knowledge  stored  away  and  the 
ability  to  use  methods  of  thought  are  much  more 
difficult  to  measure;  and  to  people  accustomed  to  our 
mechanical  system  of  credits,  the  attempt  to  measure 
actual  results  may  seem  strange.  If  an  actual  measure- 
ment of  proficiency  is  difficult,  it  is  not  impossible. 
We  have  already  observed  that  the  ability  to  use 
languages  can  be  easily  tested.  With  other  subjects 
this  is  less  simple ;  but  it  can  be  done.  To  accomplish 
it,  the  aid  of  outside  examiners,  additional  to  the 
instructor  in  the  course,  is  important.  This  has  also 
the  advantage  of  measuring  the  value  of  the  teacher's 
instruction  as  well  as  the  amount  of  the  student's 
knowledge. 

Another  fault  of  the  mechanical  spirit  in  our 
system  of  education  is  the  superstitious  veneration  for 
degrees  as  such.  This  again  is  a  good  thing  in  itself, 
but  it  is  often  carried  too  far.  We  tend  in  America, 
particularly  in  small  colleges,  to  appoint  to  teaching 
only  men  with  a  Ph.D.  degree.  That  degree  is  good, 
but  it  is  never  the  only  available  measure  of  intellec- 
tual attainment.  Many  of  our  most  eminent  scholars 
of  the  present  day  have  never  taken  it,  but  are 
nevertheless  both  scholars  and  eminent;  while  the 
Ph.D.  degree,  though  no  doubt  a  proof  of  scholarship, 
does  not  necessarily  import  eminence.  The  late 
William  James  made  merry  over  "the  Ph.D.  Octopus," 
and  used  to  tell  of  a  man  who  returned  to  Cambridge 
to  complete  his  work  in  philosophy  for  that  degree. 
On  inquiry,  it  turned  out  that  he  wanted  a  position 
to  teach  English  in  a  certain  college  and  could  not 
get  it  without  the  doctorate;  but  the  intelligent 
officials  of  that  college  were  not  exacting  as  to  his 


®ntoer£itp  of  Jlortfj  Carolina  33 


subject,  and  as  he  was  more  nearly  prepared  for  the 
examination  in  philosophy,  he  found  that  a  ready 
means  of  dazzling  the  eyes  of  the  college  into  allowing 
him  to  teach  English.  To  appoint  to  the  instructing 
staff  only  persons  with  a  Ph.D.  degree  saves  some 
trouble  to  the  appointing  power,  and  provides  at  least 
a  minimum  security.  It  looks  well  in  the  catalogue, 
and  requires  no  apology.  But  as  a  fetish,  it  is  like 
any  other  fetish, — more  awe-inspiring  when  not  too 
closely  investigated. 

There  is  another  dangerous  tendency  in  connection 
with  our  hierarchy  of  degrees.  It  is  that  of  continuing 
the  period  of  study  too  long.  We  are  constantly 
setting  up  new  and  more  advanced  degrees.  Let  us 
take  an  extreme  example.  A  youth  ordinarily  enters 
college  today  at  something  over  18.  If  he  takes  the 
full  four  years  college  course,  he  graduates  at  22. 
If  he  goes  into  the  medical  school,  he  takes  four 
years  more,  graduating  there  at  26.  Then  follows  a 
year  as  interne  in  a  hospital,  and  one  university  has 
recently  established  a  graduate  course  for  a  still 
higher  medical  degree  requiring  at  least  three  years 
more.  This  would  not  be  attained  until  the  age  of 
thirty;  or  if  the  student  sacrifices  part  of  his  general 
education  by  telescoping  his  college  and  medical 
courses,  a  couple  of  years  earlier.  At  this  age — not 
much  under  28  at  the  best — he  begins  his  career  in 
life.  Such  a  plan  has  two  grave  disadvantages.  In 
the  first  place,  the  man  is  studying  for  a  degree  when 
he  ought  to  be  at  work  on  his  own  account.  It  will  be 
said  that  his  occupation  is  to  be  medical  research  and 
that  he  is  already  doing  it,  since  research  is  an  essential 
part  of  the  programme  for  his  degree;  but  it  is  not 


34      ®be  £>tate  ®mber*it|>  anb  tfte 


his  sole  work  for  that  degree,  and  to  be  doing  it  for 
a  degree  is  not  the  same  thing  as  doing  it  on  his 
own  account.  He  is  in  a  condition  of  tutelage,  which 
is  a  very  different  thing  from  working  after  his 
education  is  complete.  He  has  not  the  same  sense 
of  responsibility,  he  is  not  thrown  upon  his  own 
resources,  and  hence  does  not  acquire  the  same  self- 
confidence. 

The  second  disadvantage  is  akin  to  the  first  and 
still  more  serious.  The  man  starts  on  his  life's  work 
too  late,  when  the  time  of  the  most  fervent  imagina- 
tion is  passing  away.  It  is  like  planting  a  crop  late 
in  the  spring.  Great  ideas  come  early.  Does  anyone 
suppose  that  Charles  Darwin  would  have  done  so 
well  if  he  had  been  studying  for  a  higher  degree 
instead  of  making  his  voyage  in  the  Beagle?  The 
greater  productiveness  of  scholars  in  Europe  may  be 
attributed  in  no  small  measure  to  the  fact  that  they 
finish  their  study  for  degrees,  and  begin  work  on 
their  own  account,  earlier  than  in  this  country.  To 
receive  a  degree  conferred  in  recognition  of  a  distin- 
guished piece  of  work,  as  is  not  infrequently  the 
case  in  Europe,  is  far  more  stimulating  than  to 
receive  it  as  a  result  of  systematic  study  and  examina- 
tion. We  need  to  send  our  capable  youth  along 
faster  in  school,  and,  in  the  case  of  scholars,  to 
get  them  on  their  own  feet  earlier  in  independent 
productive  work. 

Moreover,  such  a  practice  of  establishing  new  and 
higher  degrees  to  be  attained  at  an  advanced  age 
involves  the  danger  that  there  will  be  hesitation  in 
appointing  to  teaching  positions  men  who  have  not 
attained  those  degrees;  and  thus  the  mechanical 


SJntoemtp  of  JHortf)  Carolina  35 


process  and  the  condition  of  tutelage  will  be  prolonged 
for  everyone. 

The  war  has  given  a  distinct  stimulus  to  the 
efforts  which  have  been  going  on  for  some  years  on 
the  part  of  educational  psychologists  to  devise  tests 
that  will  measure  general  intelligence  and  special 
aptitudes  with  a  view  to  classification  and  vocational 
selection.  Crude  and  imperfect,  as  some  of  these 
tests  undoubtedly  are,  their  use  is  highly  significant, 
because  they  are  attempts  to  measure  the  individual 
as  he  stands  instead  of  inquiring  about  the  process 
he  has  been  through.  Hitherto  they  have  been  too 
much  tests  not  of  attainment  but  of  natural  ability. 
But  the  measurements  in  our  ordinary  educational 
system  at  the  present  day  are  based  too  much  upon 
the  opposite  view.  It  is  certainly  not  impossible  to 
devise  tests  of  proficiency  that  justly  measure  the 
actual  progress  of  the  student  in  the  knowledge  and 
command  of  his  subject.  If  we  measure  by  the 
process  undergone,  attention  of  both  instructor  and 
pupil  is  sure  to  be  riveted  upon  mechanism;  if  we 
try  to  measure  the  result,  their  eyes  are  naturally 
directed  towards  the  purpose  of  the  whole  educational 
endeavor.  To  this  end  we  need  to  free  ourselves 
from  the  system  of  credits  in  education,  and  to 
measure  the  child  or  youth  by  what  he  has  come  to 
be,  instead  of  by  the  process  he  has  been  through. 
This  ought  to  be  less  difficult  for  those  institutions 
that  have  the  less  hardened  traditions.  Can  we  not 
look  to  the  South,  with  its  growing  fresh  interest  in 
education,  to  help  break  out  a  new  road? 


36      tEfte  &tate  JHntotrgitj'  anb  tfrc  jfcto  feoutfr 
IDEALISM   IN  EDUCATION 

PRESIDENT  JOHN  GRIER  HIBBEN,  OF  PRINCETON  UNIVERSITY 

It  is  a  privilege  which  I  most  highly  prize  to  convey 
to  President  Chase  on  the  day  of  his  inauguration 
as  President  of  the  University  of  North  Carolina,  the 
felicitations  of  Princeton  University. 

The  relation  of  Princeton  to  the  beginnings  of 
education  in  North  Carolina  was  a  very  intimate  and 
significant  one.  Many  of  our  graduates  from  Prince- 
ton University,  then  known  as  the  College  of  New 
Jersey,  came  from  the  southern  colonies  and  after 
their  graduation  returned  to  their  homes  with  the 
ambition  and  purpose  to  establish  in  the  South  schools 
of  higher  education. 

One  of  the  first  pioneers  in  this  great  intellectual 
enterprize  was  Hugh  Me  A  dam,  graduate  of  Princeton 
of  the  class  of  1753  who  went  to  North  Carolina  as 
a  missionary  in  1755.  Another  graduate,  Joseph 
Alexander,  of  the  class  of  1760,  was  influential  in 
founding  the  classical  school  known  as  Queen's  Col- 
lege, at  Charlotte,  which  became  a  rallying  point  for 
literary  societies  and  political  clubs  before  the  Revolu- 
tion. The  Mecklenburg  resolutions  were  debated 
there.  It  was  rechartered  as  Liberty  Hall  in  1777, 
the  president  was  Isaac  Alexander,  class  of  1772,  and 
ten  of  the  fourteen  trustees  were  graduates  of  the 
College  of  New  Jersey. 

James  Hall,  class  of  1744,  of  Princeton,  opened  a 
school  known  as  Clio's  Nursery.  When  Cornwallis 
was  devastating  South  Carolina,  Hall  called  his  people 
together,  formed  a  cavalry  company  and  captained  it 
himself.  After  the  war  he  resumed  teaching  and  made 


®mbertfitp  of  JSortf)  Carolina  37 


his  school  an  academy  of  science,  the  first  scientific 
school  in  North  Carolina.  His  text  books  were  circu- 
lated in  manuscript  form.  After  his  death  his  school 
became  Davidson  College. 

A  classical  school  was  also  established  by  McCorkle, 
class  of  1772,  known  as  Zion  Parnassus,  the  first 
institution  in  North  Carolina  with  a  distinct  normal 
department. 

The  first  literary  institution  in  the  valley  of  the 
Mississippi  was  established  by  two  Princeton  men, 
Hezakiah  Balch,  class  of  1766,  and  Samuel  Doak,  of 
1775,  the  latter  being  president.  He  carried  the  library 
of  the  new  institution  on  pack  horses  over  the  moun- 
tains to  the  Academy  which  later  became  Washington 
College,  Tennessee. 

The  University  of  North  Carolina  whose  hospitality 
we  are  enjoying  today  on  this  most  interesting  and 
delightful  occasion  was  chartered  in  1789,  five  Prince- 
ton men  being  amongst  its  original  trustees.  Charles 
W.  Harris,  class  of  1792,  was  the  first  professor  of 
mathematics,  and  Joseph  Caldwell,  class  of  1791,  was 
the  first  president.  He  built  at  the  University  the 
first  astronomical  observatory  in  the  United  States; 
he  was  followed  by  R.  H.  Chapman,  class  of  1789,  as 
the  second  president  of  the  University. 

Nearly  all  of  the  men  who  were  pioneers  in  educa- 
tion in  North  Carolina  were  graduates  of  Princeton 
under  the  administration  of  Dr.  John  Witherspoon, 
one  of  the  signers  of  the  Declaration  of  Independence, 
who  imparted  in  those  early  days  of  our  Princeton 
history  among  our  whole  undergraduate  body  the 
spirit  of  loyalty  to  the  three  great  institutions  of  our 
nation,  the  Church,  the  State  and  the  School. 


38      3Etje  fetate  gBntoergttp  anb  tfrc  jfceto  feoutft 

With  this  historical  background  I  certainly  claim  as 
representative  of  Princeton  at  the  present  day,  the 
privilege  of  identifying  myself  completely  with  the 
spirit  of  this  occasion  and  sharing  both  your  pride 
in  the  past  and  your  hope  for  the  future. 

I  wish  to  express  to  the  new  president  my  felicita- 
tions upon  his  assuming  the  duties  of  his  high  office 
at  the  beginning  of  this  new  era  in  the  world's  history. 
It  is  a  time  for  you,  sir,  of  rare  opportunity.  The 
hope  of  the  world  lies  in  the  new  generation.  To 
train  these  young  men  to  discharge  the  duties  and 
solve  the  problems  of  the  new  age  is  to  you  both  a 
challenge  and  inspiration.  With  the  rapidly  increasing 
material  prosperity  of  the  great  South,  there  is  a 
growing  need  that  these  forces  should  be  controlled 
and  directed  by  those  living  ideas  which  will  give 
intellectual  vigor  and  moral  impulse  to  the  spirit  of 
our  times.  Any  education  which  has  for  its  end 
merely  intellectual  efficiency  can  never  redeem  the 
world.  The  nation  whose  educational  system  reached 
the  highest  point  of  efficiency  known  to  man,  met 
defeat  and  humiliation  through  the  uprising  of  all 
the  nations  of  the  world  because  that  efficiency  was 
essentially  materialistic,  selfish  and  arrogantly  scornful 
of  the  ideals  and  rights  of  mankind.  If  education  is 
to  stand  the  test  of  the  new  conditions  and  new  needs 
of  the  world  it  must  preserve  at  the  heart  of  all  human 
ambition  and  endeavor  the  spirit  of  high  idealism. 

We  have  advanced  far  beyond  the  material  achieve- 
ments in  the  past  age  of  the  founders  of  this  Univer- 
sity. The  machinery  of  our  modern  life,  highly 
organized  and  perfected  by  the  inventive  genius  of 
man,  would  seem  to  them  should  they  return  to  us 


ffihttbersttp  of  JSortl)  Carolina  39 


in  the  flesh  today,  as  miracles  transcending  their 
conceptions  of  human  power,  but  their  moral  and 
spiritual  energy,  their  character  tested  and  tempered 
through  years  of  endurance  and  sacrifice,  their  scorn 
of  ease  bought  at  too  dear  a  price,  their  faith,  their 
loyalty,  their  hope,  in  these  we  have  not  surpassed 
them  in  the  struggle  of  life.  They  still  hold  for  us 
the  standards  high,  pointing  to  the  goal  ahead,  and 
their  spirits  lead  the  way. 

The  ardent  wish  which  I  would  bring  you  upon 
this  occasion  is  that  the  University  of  North  Carolina 
in  the  future  as  in  the  past  may  be  the  mother  of 
men  to  serve  in  new  ways  and  yet  with  the  old  spirit 
our  country  and  the  world;  men  who  have  here  been 
taught  to  think,  their  minds  moving  not  upon  the 
surface  of  things  but  penetrating  into  the  depths,  men 
who  possess  a  discriminating  judgment  between  what 
is  true,  what  is  false  or  what  is  only  half  true,  men 
who  have  convictions  and  are  able  to  express  them, 
to  maintain  them  and  to  translate  them  into  action, 
wise  men  to  whom  others  will  come  for  counsel,  strong 
men  upon  whom  the  weak  may  lean  for  support,  brave 
men  who  will  give  courage  to  the  faint  hearted  in 
the  time  of  emergency  or  peril. 

Such  is  your  high  vocation,  to  give  to  your  country 
and  to  the  world  a  generation  of  wise  scholars,  public 
spirited  citizens  and  loyal  patriots  who  will  be  in  their 
day  what  their  fathers  were  before  them,  so  that  their 
children,  too,  in  time  to  come  will  rise  and  call  them 
blessed. 


40      Cfte  fetate  ffinibergitp  anb  tfre  jgeto  feoutft 

PROFESSIONAL  TRAINING  AND  SERVICE 

DR.  CHARLES  RIBORG  MANN,  CHAIRMAN  OF  THE  ADVISORY 

BOARD  OF  THE  WAR  PLANS  DIVISION  OF  THE 

GENERAL  STAFF 

The  American  people  have  a  profound  faith  in 
education.  Though  they  may  not  always  comprehend 
school  processes  and  are  not  always  pleased  with  the 
product  of  the  schools,  they  trust  education  implicitly. 
Especially  since  the  war,  education  has  been  extolled 
as  the  great  national  specific  for  industrial  unrest,  for 
profiteering,  for  bolshevism,  for  illiteracy  and  for  the 
total  depravity  of  things  in  general.  It  is,  therefore, 
fitting  at  the  inauguration  of  a  new  administration  in 
a  great  State  University  like  this  to  study  the  situation 
and  seek  to  define  more  clearly  the  ultimate  objectives 
we  are  striving  to  attain. 

Because  of  its  reverence  for  the  inscrutable  pro- 
cesses of  schooling,  the  public  instinctively  looks  to 
universities  for  leadership  in  all  matters  of  training. 
Therefore  the  university,  whether  it  be  formally 
recognized  as  the  head  of  the  school  system  or  not, 
is  in  fact  arbiter  of  the  fashions  of  the  lower  schools. 
Since  the  graduate  or  professional  school  is  now  the 
cap  and  climax  of  the  university,  its  influence  exerted 
either  consciously  or  subconsciously,  is  paramount  in 
determining  the  ends,  aims,  policies  and  processes  of 
the  whole  system.  Legally  constituted  officials  of 
public  school  systems  usually  deny  this;  and  super- 
ficially and  explicity  they  are  right.  But  searching 
analysis  generally  reveals  the  fact  that  universities 
still  dominate  subconsciously  and  implicitly,  as  they 
should. 


®nibergttj>  of  Jlortf)  Carolina  41 


The  responsibility  that  thus  rests  on  universities 
in  general,  and  on  graduate  or  professional  schools 
in  particular,  because  their  intuitively  accepted  position 
of  spiritual  and  intellectual  leadership,  is  impressive. 
These  institutions  still  appeal  strongly  to  the  national 
imagination  and  are  still  able  to  direct  the  constructive 
energies  of  the  people  one  way  or  another  by  the 
force  of  their  ideas.  Hence  it  is  peculiarly  important 
in  these  days  of  confusion  after  the  world  cataclysm 
that  the  professional  schools  conceive  their  mission 
clearly  and  proceed  to  execute  it  fearlessly  with  vigor. 

As  a  first  step  in  the  definition  of  the  required  aim 
it  is  necessary  to  recognize  that  old  bottles  cannot  hold 
new  wine.  During  the  past  forty  years  great  progress 
has  been  made  in  elevating  the  standards  of  pro- 
fessional schools.  The  entrance  requirements  have 
been  raised  from  high  school  graduation  to  at  least 
two  years  of  college  work.  Laboratories  and  equip- 
ment have  multiplied  rapidly.  Clinics  and  the  case 
system  have  been  developed.  Full-time  professorships 
have  been  established  and  many  superb  buildings  have 
been  built.  The  requirements  for  admission  to  the 
bar,  for  medical  practitioners'  license,  have  steadily 
advanced. 

This  development  of  the  paraphernalia  and  technique 
of  training  has  been  accompanied  by  a  corresponding 
increase  in  technical  skill.  The  physician,  the  lawyer, 
or  the  engineer  of  today  can  perform  feats  which 
their  colleagues  of  forty  years  ago  would  have 
pronounced  impossible.  In  the  schools  both  instructors 
and  students  have  worked  with  increasing  interest  and 
enthusiasm  to  perfect  themselves  and  to  master  the 
special  subjects  of  their  choice. 


42      ®f)e  g>tate  ©mbersrttp  anb  tfje  JJeto 


All  of  this  has  been  magnificent  and  everyone  con- 
cerned has  felt  pride  and  satisfaction  in  the  progress 
that  has  been  made.  And  when  the  great  crisis  came 
and  we  were  called  upon  to  try  our  strength  in  the 
world  struggle,  this  mastery  of  the  mysteries  of 
medicine,  of  science,  of  engineering  and  of  law  was 
an  indispensable  factor  in  our  success.  Without  it 
the  nation  would  have  perished. 

But  the  world  war  opened  our  eyes  to  a  new  vision. 
However  satisfied  and  happy  and  contented  we  were 
before  the  struggle,  there  was  a  thrill  and  an  inspira- 
tion about  the  war  work  that  made  every  man  who 
served  able  to  do  more  work  and  better  work  than 
before.  There  was  a  resurrection  of  the  pioneer  soul 
of  our  forefathers,  a  release  of  the  spirit  of  service 
and  sacrifice  which  converted  a  relatively  humdrum 
existence  into  a  life  of  reality  and  grim  adventure. 
The  joy  and  the  tragedy  of  it  permeated  every  house- 
hold. We  lived  as  a  united  nation  for  a  few  months. 
Then  the  crisis  passed  and  the  commonplace  routine 
settled  down  once  more. 

No  one  wants  war.  Yet  millions  would  feel  that 
life  was  more  worth  while  if  the  spirit  of  service  and 
sacrifice  that  prevailed  during  the  war  could  continue 
to  prevail  in  time  of  peace.  Nor  is  it  inconceivable 
that  this  might  be  so.  The  problems  and  perplexities 
of  peace,  though  less  dangerous  to  life  and  limb,  are 
no  less  difficult  of  solution.  Their  mastery  is  no  less 
a  challenge  to  the  soldierly  virtues,  as  defined  by 
William  James  in  his  Moral  Equivalent  of  War, 
than  is  the  winning  of  a  battle  or  the  conquering  of 
a  continent.  Because  they  are  less  spectacular,  they 


IHntoersttp  of  J?ortf)  Carolina  43 


demand  even  greater  determination,  resourcefulness 
and  the  endurance  that  make  defeat  impossible. 

Whether  the  national  spirit  of  service  remains  free 
and  active  or  is  again  pent  up  until  released  by  the 
next  war,  depends  largely  upon  public  education.  And 
since  the  tone  and  attitude  of  public  education  is 
intrinsically  determined  by  the  professional  school, 
there  exists  at  the  present  moment  for  these  schools 
the  finest  opportunity  that  ever  came  to  any  institu- 
tions to  contribute  to  the  upbuilding  of  a  democratic 
nation.  Quick  action  will  bring  larger  returns  because 
the  crust  of  commonplace  is  rapidly  forming  over  the 
pioneer  spirit;  and  the  thicker  the  crust,  the  harder 
to  shatter  it  and  liberate  the  creative  energy  within. 

Like  all  elemental  things,  the  thing  that  needs  doing 
is  very  simple.  It  consists  in  first  searching  out  the 
fundamental  distinction  between  the  teaching  as  it  is 
and  teaching  as  it  must  be  to  produce  the  desired 
result,  and  then  modifying  curricula  and  instruction 
accordingly.  As  the  result  of  long  and  intensive 
experience  with  school  work  and  war  work,  it  is 
suggested  for  discussion  that  the  essential  fundamental 
distinction  sought  may  be  thus  expressed:  Current 
schooling  is  consciously  designed  to  inspire  the  indi- 
vidual to  make  the  most  of  himself  for  the  sake  of 
his  own  success.  The  required  training  must  inspire 
the  individual  to  make  the  most  of  himself  for  the 
common  good. 

The  former  leads  the  student  to  think  in  terms  of 
competition,  —  of  "doing"  the  other  fellow.  It  gives 
rise  to  such  ever  present  expressions  as  "what  do  I 
get  out  of  it?"  and  "I  should  worry."  The  latter 


44      ®&e  g>tate  (Hnibertfttp  anb  tfje  JJcto 


emphasizes  co-operation,  develops  team-play  and  is 
expressed  in  the  motto  "United  we  stand,  divided  we 
fall."  The  former  encourages  working  for  wages 
and  profits,  the  latter  makes  the  joy  of  production 
uppermost  and  demands  just  apportionment  of  rewards. 

A  practical  example  will  help  to  make  this  distinc- 
tion clearer.  The  design  of  a  warehouse  is  a  typical 
project  in  the  professional  courses  in  engineering 
schools.  The  student  is  given  in  class  a  verbal  or 
written  specification  of  the  conditions  to  be  met,  — 
the  nature  of  the  chosen  site,  the  transportation 
facilities,  the  size,  the  load  to  be  carried  and  the  limits 
of  cost.  He  then  goes  to  work  with  pencil  and  paper, 
under  the  guidance  of  the  instructor,  to  make  a  plan. 
In  the  process  he  looks  up  necessary  data  in  standard 
tables  and  learns  much  about  uses  of  various  materials 
and  about  standard  practices  in  warehouse  construc- 
tion. The  work  is  criticized  by  the  instructor,  but 
the  building  is  never  built. 

From  paper  problems  such  as  these  the  prospective 
engineer  gains  much  technical  information  and  a  fair 
degree  of  technical  skill  in  drawing  and  figuring.  His 
imagination  is  given  a  chance  to  function  and  his 
ingenuity  is  put  to  a  test.  As  a  result  he  is  better 
prepared  to  undertake  a  similar  piece  of  work  for 
an  industrial  firm  or  to  secure  employment  in  an 
engineer's  office.  Through  a  series  of  similar  exercises 
he  ultimately  becomes  a  technical  expert  who  can 
earn  his  living  in  an  eminently  useful  calling.  Still, 
the  fact  remains  that  very  few  of  the  graduates  of 
engineering  schools  win  recognition  as  professional 
men. 


ffilmbertfttp  of  Jlortf)  Carolina  45 


For  the  past  five  or  six  years  the  National  Engineer- 
ing Societies  have  been  actively  discussing  the  question 
why  the  engineer  has  not  yet  won  a  well-recognized 
professional  status.  It  is  pointed  out,  for  example, 
that  when  a  state  highway  commission  is  appointed, 
bankers,  business  men  and  politicians  generally  make 
up  its  membership.  These  men  decide  what  expendi- 
tures will  yield  to  the  public  the  largest  values  in 
good  roads  ;  and,  having  decided  this,  they  hire 
engineers,  on  whose  technical  skill  the  good  construc- 
tion of  roads  depends,  to  do  the  work.  This  is  but 
one  of  the  typical  cases  which  have  driven  home  to 
engineers  the  fact  that  they  are  too  often  regarded 
as  technicians  rather  than  as  professional  men.  Hence 
comes  the  inquiry  why  it  is  that  current  engineering 
training  fails  so  often  to  beget  a  true  professional 
spirit.  No  generally  accepted  answer  to  the  question 
has  yet  been  given. 

By  way  of  answer  to  the  foregoing  question  many 
fruitful  suggestions  have  been  born  of  the  spirit 
liberated  by  the  war.  For  example,  suppose  that  in 
contrast  with  the  current  type  of  work  just  described 
the  professional  studies  in  engineering  schools  were 
directed  toward  solving  the  problem  of  making  the 
immediate  environment  of  the  school  the  best  possible 
place  in  which  to  live.  Instead  of  merely  learning 
the  technique  of  material  construction,  the  student 
would  investigate  such  municipal  services  as  the  water 
supply,  transportation,  electric  light  and  power,  mar- 
kets, food  supply,  sewerage,  disposal  of  waste,  or  any 
other  of  the  many  activities  that  contribute  to  the 
physical  comfort  of  communities.  The  prospective 
engineer  would  then  be  compelled  to  appraise  the 


46       Cfje  fttate  ^nibersttp  anb  tfte  jjjeto 


operation  of  all  these  agencies,  both  in  terms  of  public 
value  received  in  proportion  to  cost  and  in  terms  of 
scientific  and  technical  perfection.  He  would  have 
to  recommend  changes  in  existing  plants,  to  project 
and  design  new  construction  and  to  suggest  reorgani- 
zation of  present  systems  of  transportation,  marketing, 
heating,  lighting,  and  the  like.  He  would  thus  be 
constantly  solving  not  only  the  problems  of  material 
construction,  which  usually  occupy  practically  all  the 
time  in  current  instruction,  but  also  those  more 
fundamental  problems  of  relative  values  and  costs 
from  the  point  of  view  of  public  welfare. 

This  idea  is  not  new.  About  40  years  ago,  a  Pro- 
fessor of  Civil  Engineering  at  Columbia  University 
aroused  by  his  own  personal  inconvenience  in  trans- 
portation in  New  York,  set  himself  the  problem  of 
working  out  a  system  of  rapid  transit.  He  studied 
the  problem  himself  and  for  a  number  of  successive 
years  set  portions  of  the  problem  as  exercises  for 
the  senior  class.  Eventually  one  student  developed  a 
profound  interest  in  the  study  and  that  young  man 
became  the  chief  engineer  of  the  subway  system. 
Other  schools  have  made  similar  studies  to  a  limited 
extent  and  in  every  case  they  have  found  that  students 
work  with  great  enthusiasm  on  projects  of  this  kind. 
Not  only  do  they  learn  rapidly,  but  they  also  secure 
some  conception  of  the  complexity  of  the  problems 
of  values  and  costs  and  they  experience  the  joy  of 
contributing  by  constructive  work  toward  making  the 
community  a  better  place  to  live  in. 

Problems  of  the  sort  suggested  exist  in  plenty  in 
every  community,  large  or  small.  The  delivery  system 
in  a  small  town  is  usually  a  splendid  example  of 


Simbersttp  of  Jlortfj  Carolina  47 


inefficiency  and  waste.  There  are  perhaps  three  or 
four  groceries  and  markets,  each  of  which  maintains 
a  complete  system  of  delivery  to  all  parts  of  the 
town.  Wagons  make  long  trips  with  few  parcels. 
An  organization  of  the  delivery  system  could  easily 
be  made,  much  to  the  benefit  of  both  consumer  and 
dealer.  Similarly,  in  large  cities  like  New  York, 
Boston  or  Chicago,  traffic  is  almost  impossible  during 
the  working  hours  because  of  the  lack  of  system  and 
organization  in  the  handling  of  freight.  Co-operation, 
careful  planning,  a  good  system  could  reduce  the 
congestion,  reduce  cost  and  expedite  the  handling  of 
goods.  Individual  dealers  are  not  likely  to  take  the 
initiative  in  developing  such  a  co-operative  system; 
but  a  simple  and  sensible  scheme,  worked  out  solely 
from  the  standpoint  of  public  welfare  by  a  disinter- 
ested institution,  would  have  a  large  chance  of  being 
accepted  and  quickly  put  into  effect. 

This  type  of  problem  which  has  been  suggested 
as  an  effective  means  of  developing  professional  spirit 
in  graduate  schools  is  not  limited  to  the  field  of 
engineering.  The  sanitary  conditions  and  the  training 
of  communities  to  better  methods  of  living  to  preserve 
health  offer  opportunities  of  infinite  possibilities  to 
the  medical  schools.  A  great  deal  has  already  been 
done  in  this  direction.  This  may  possibly  be  a  reason 
why  doctors  are  more  universally  recognized  as  pro- 
fessional men  than  are  engineers.  Similarly  in  the 
field  of  law.  No  one  can  read  the  recent  report  on 
Justice  and  the  Poor,  or  study  the  operation  of  our 
petty  courts  without  being  impressed  with  the  fact 
that  an  unbiased  study  of  the  processes  of  justice  in 
any  community,  when  carried  on  from  the  point  of 


48      QHje  £>tate  Unibcrsitp  anb  tfje  jSeto  H>outfj 


view  of  public  welfare,  would  yield  enormous  returns 
in  making  happier,  more  contented  and  more  produc- 
tive citizens. 

The  possibilities  in  the  way  of  developing  true 
professional  spirit  through  service  of  the  public  in 
the  manner  suggested  are  without  bound.  Suppose  that 
a  great  state  university  like  this  should  set  itself  the 
problem  of  determining  how  this  state  could  be  made 
more  productive  and  in  every  way  a  better  place  to 
live  in.  Instead  of  confining  its  efforts  largely  to 
developing  technical  skill  and  imparting  information 
to  its  students,  the  institution  would  organize  its 
instruction  so  that  the  students  would  secure  their 
technical  skill  by  solving  problems  of  vital  interest 
to  the  state.  What  are  the  mineral  resources  of  this 
state  and  what  steps  might  be  taken  to  utilize  them 
for  the  public  benefit?  Are  the  industrial  resources 
of  this  state  fully  developed?  What  incentives  could 
be  applied  to  stir  local  initiative  for  their  further 
development?  The  great  project  of  building  state 
highways  is  now  being  formulated.  How  can  this 
achievement  be  co-ordinated  with  industrial  production 
so  as  to  yield  the  greatest  returns  to  the  people  of 
the  state?  What  measures  of  public  health  and  legal 
organization  would  tend  to  improve  sanitary  conditions 
and  commercial  activities?  If  a  state  university  like 
this  should  undertake  to  make  practical  scientific 
studies  of  problems  like  this,  and  if  it  should  always 
cling  close  to  the  ideal  of  public  welfare,  it  is  safe 
to  predict  that  larger  appropriations  would  soon  solve 
the  problem  of  teachers'  salaries,  that  a  finer  and  freer 
professional  spirit  would  burst  forth  among  the  stu- 
dents, that  the  creative  energies  of  the  state  would  be 


3Untoer3ttp  of  J?orti)  Carolina  49 


released  in  greater  production.  All  this  would  inevita- 
bly result  in  greater  prosperity  and  a  loyalty  to  the 
commonwealth  and  the  nation  equal  to  that  called 
forth  by  the  war. 

The  adventure  suggested  in  the  foregoing  remarks, 
though  thoroughly  in  harmony  with  American  ideals 
of  democracy  and  self-government,  requires  a  daring 
spirit  on  the  part  of  the  professional  schools.  A  single 
institution  would  need  have  great  moral  courage  in 
order  to  undertake  it  alone  and  carry  it  through  to 
a  successful  conclusion.  On  the  other  hand,  the 
possible  returns  are  enormous.  The  spirit  of  service 
and  sacrifice  is  contagious  ;  it  is,  perhaps,  one  of  the 
instinctive  motives  of  men.  It  operates  with  a  power 
that  brooks  no  defeat.  If  the  cultivation  of  that 
spirit  were  sanctioned  by  professional  schools  as  the 
distinguishing  mark  of  the  professional  man,  the 
lower  schools  would  rapidly  follow  suit.  Then 
creative  imagination  would  find  freer  fields  for 
exercise,  pent  up  energies  would  be  released  in  con- 
structive work,  and  there  would  be  more,  artists  and 
fewer  artisans,  more  scholarship  and  less  scholasti- 
cism. 

A  professional  school  surely  does  not  realize  its 
true  destiny  when  it  is  merely  a  factory  for  quantity 
production  of  standardized,  technical  and  intellectual 
skill.  Professional  attainments  cannot  be  gauged  with 
a  stop  watch  or  measured  in  terms  of  student  clock 
hours  and  semesters.  Nor  are  these  practices  longer 
needed.  University  professors  were  assigned  by  the 
hundred  to  positions  of  great  professional  responsi- 
bility in  the  war  organization.  They  have  demon- 
strated their  competency  as  experts  in  developing  the 


50      qCfte  fetate  ffintoergitp  anb  tfte  jSeto  feotitft 


machinery  of  destruction  and  death.  Surely  they  are 
no  less  capable  of  leadership  in  discovering  more 
intelligent  processes  of  production  and  life. 

The  task  is  tremendous.  If  one  university  were  to 
enter  the  contest  alone,  it  might  find  hard  sledding 
ahead  and  be  homesick  and  lonesome  at  times.  For 
although  the  practices  of  universities  have  been 
drifting  in  this  direction  for  a  number  of  years,  if 
left  to  individual  action  without  co-operation  and 
mutual  support,  progress  may  be  very  low.  Moral 
support  is  needed  through  the  co-ordination  of  all 
such  individual  efforts.  Such  co-ordination  could  be 
supplied  by  a  national  university,  which  would 
function  as  a  center  for  the  development  of  the 
professional  spirit  in  the  manner  just  described. 

Such  a  national  university  would  give  no  formal 
instruction  as  such.  It  would  grant  no  degrees.  Its 
students  would  be  the  experts  from  all  other  schools, 
who  would  be  called  for  short  periods  to  assist  in 
studying  national  problems  from  the  point  of  view 
of  public  welfare  in  the  manner  described.  It  would 
assist  state  institutions  in  defining  and  allocating  their 
local  problems  and  would  supply  information  that 
would  help  in  their  solution.  A  national  university 
of  this  kind  would  in  no  wise  interfere  with  the  control 
of  education  by  the  states  or  with  the  free  develop- 
ment of  schools  by  the  public  locally.  It  would, 
however,  set  standards  of  achievement,  supply  the 
vision  of  what  might  be,  and  furnish  incentives  which 
would  inspire  all  educational  institutions  and  cause 
them  to  work  with  a  spirit  of  service  and  sacrifice 
for  the  expression  of  their  entire  creative  energy  in 
all  forms  of  artistic  productive  work  for  the  public  good. 


3Rf)e  ®mbergtt|>  of  JSortf)  Carolina  51 


CEREMONIES  OF  INDUCTION 

PRESENTATION   OF  PRESIDENT-ELECT 

EX-PRESIDENT  FRANCIS  PRESTON  VENABLE 

Your  Excellency: 

I  have  the  privilege  of  presenting  Harry  Woodburn 
Chase  for  induction  into  office  as  tenth  president  of 
our  beloved  University.  He  has  been  tested  during 
these  ten  years  of  service  in  the  faculty  and  we 
know  him  to  be  able,  fine,  and  true.  In  behalf  of 
the  faculty  I  pledge  him  our  loyal  co-operation  in  the 
tasks  that  lie  before  him. 


ADMINISTRATION  OF  THE  OATH 
OF  OFFICE 

CHIEF  JUSTICE  WALTER  CLARK,  OF  THE  SUPREME  COURT 
OF  NORTH  CAROLINA 

I,  Harry  Woodburn  Chase,  in  entering  upon  the 
office  of  President  of  the  University  of  North  Caro- 
lina, do  undertake  to  fulfil  its  duties  to  the  best  of 
my  ability  and  without  fear  or  favor;  to  cherish  and 
encourage  sound  scholarship  in  its  search  for  the 
truth;  to  consecrate  all  powers  of  the  University  to 
the  intellectual,  moral  and  physical  training  of  youth 
for  the  most  loyal  and  enlightened  citizenship;  and 
wherever  and  in  whatever  form  it  is  our  privilege  to 
see  the  need,  I  pledge  the  University  to  impartial  and 
sympathetic  service  to  the  people  of  the  State.  So 
help  me  God. 


52      flEfle  fetate  fflnibergitp  anb  tfre  jgeto  feoutft 


INDUCTION  INTO  OFFICE 

GOVERNOR  THOMAS  WALTER  BICKETT 

Harry  Woodburn  Chase,  by  my  authority  as  Gov- 
ernor of  North  Carolina  and  President  of  the  Board 
of  Trustees  of  the  University  of  North  Carolina,  and 
by  virtue  of  your  election  by  the  said  Board  of 
Trustees,  and  the  oath  by  which  you  have  pledged 
yourself,  I  do  now  declare  you  President  of  the 
University  of  North  Carolina  and  deliver  to  you  its 
seal  and  charter.  And  I  charge  you  to  a  full  realiza- 
tion of  the  responsibilities  laid  upon  you  by  this  office; 
to  the  necessity  for  courageous  and  constructive 
thought  in  their  fulfilment;  and  to  the  duty  and 
privilege  of  seeking  out  the  intellectual  and  educational 
needs  of  the  people  in  order  to  achieve  that  high 
destiny  which  was  the  vision  and  purpose  of  the 
founders. 


INAUGURAL  ADDRESS 

PRESIDENT  HARRY  WOODBURN  CHASE 

I  could  not,  your  excellency,  accept  this  solemn 
charge  did  I  not  feel  that  the  State  of  North  Carolina 
through  you  has  laid  it,  not  so  much  upon  me  as  an 
individual  as  upon  her  University,  which  for  the 
moment  I  chance  to  symbolize.  It  is  altogether  in 
her  name  that  I  pledge  the  State  through  you  loyalty 
unstinted  to  the  cause  of  education  and  of  human 
welfare,  service  to  the  extent  of  our  capacity  to  the 
citizenship  of  State  and  Nation,  renewed  consecration 
to  the  task  of  achieving  "that  high  destiny  which  was 
the  vision  and  purpose  of  the  founders." 


fflntoeraitp  ot  jgtortfl  Carolina  53 


In  her  name  I  pledge  you  with  high  confidence  and 
courage  all  these  things.  For  the  fabric  of  her  life, 
a  century  and  a  quarter  in  the  weaving,  is  strong,  and 
colorful,  and  fair.  It  is  enduring,  for  it  has  been 
wrought,  not  alone  with  hands,  but  with  hearts.  In 
warp  and  woof  it  is  aglow  with  the  passionate  loyalty, 
the  high  devotion,  of  the  living  and  the  dead  whose 
work  it  is.  The  University  of  North  Carolina,  product 
of  the  vision  and  the  aspiration  of  generation  after 
generation  of  the  citizenship  of  this  State,  recipient 
throughout  her  history  of  a  hundred  and  twenty-five 
years  of  all  that  love  and  service  which  her  sons  and 
friends  everywhere  have  so  richly  and  in  such 
unstinted  measure  bestowed,  declares  anew  at  this 
hour  her  firm  purpose  to  be  worthy  of  it  all. 

With  reverent  gratitude  her  heart  goes  out  to  those 
who  since  her  second  founding  have  presided  over 
her  destiny.  Never  has  an  institution  been  granted 
wiser  guidance,  never  richer  devotion.  There  is  no 
one  of  them,  her  leaders,  to  whom  she  does  not  owe 
a  richer  and  a  fuller  life;  no  one  who  did  not  leave 
her  greater  and  stronger  than  he  found  her  ;  no  one 
who  did  not  lay  deep  and  broad  foundations  on  which 
those  who  came  after  him  might  build.  And  if  her 
spirit  falter  and  her  eyes  grow  dim  with  the  thought 
of  him  her  latest  head,  she  grows  strong  and  brave 
once  more  with  the  vision  of  the  rich  inheritance  he 
left.  All  that  long  lifetime  of  consecration  and  of 
service  that  was  crowded  into  his  four  brief  years  of 
leadership,  all  his  faith  in  her  and  his  dreams  for 
her,  all  that  she  has  received  from  him  in  deepened 
spiritual  insight,  in  heightened  passion  to  serve  her 
State,  in  broadened  vision  of  what  democracy  is  and 


54      ®f)e  &tate  ®niber*ttp  anb  tfje  JJeto  feoutfj 


should  be,  all  the  truth  and  tender  memories  of  the 
life  he  lived  for  her,  hearten  and  strengthen  her  soul 
as  she  girds  herself  for  her  forward  journey.  Rich 
beyond  all  measure  is  the  love  she  has  received;  it 
is  for  her,  through  the  years  which  lie  ahead,  to  see 
to  it,  in  what  she  is  and  what  she  does,  that  unshaken 
she  keeps  the  faith. 

A  half -century  ago  the  University  and  the  South 
began  life  afresh,  with  no  capital  save  courage,  no 
resources  save  a  host  of  treasured  memories  and  a 
dauntless  faith  in  the  future.  Ahead  there  loomed 
grim  years  of  privation  and  sacrifice,  of  ceaseless 
struggle  for  the  bare  material  essentials  of  living. 
The  South  was  face  to  face  with  the  giant  task,  not 
merely  of  building  a  new  civilization,  but  of  building 
it,  not  on  virgin  soil,  but  amid  the  ruins  of  an  ancient 
edifice,  whose  parts  must  somehow  be  fitted  to  uses 
new  and  strange.  It  was  a  task  that  might  well 
have  cast  down  the  strongest  hearts,  one  comparable 
only  in  its  difficulty  and  in  the  obscurity  of  its  issue 
with  that  which  today  confronts  war-torn  Europe. 

The  record  of  how  the  issue  was  met  is  the  essen- 
tially undramatic  and  yet  heroic  record  of  the  lives 
of  thousands  of  quiet  and  far-visioned  men  who  toiled 
year  by  year  for  the  upbuilding  of  the  land  they 
loved.  Slowly,  very  slowly,  at  first,  then  quicker  and 
stronger  pulsed  the  currents  of  the  new  life.  Again 
the  doors  of  opportunity  swung  open;  again  came 
mornings  of  promise  and  evenings  of  fulfilment. 

From  Appomattox  to  the  Meuse-Argonne  and  the 
Hindenburg  line  is  but  fifty-three  years.  But,  for 
the  South,  what  crowded  years  of  achievement !  They 
had  witnessed  the  writing  of  one  of  the  bravest 


Untoersrttp  of  JJortl)  Carolina  55 


chapters  of  all  history.  A  people,  drained  of  its 
treasure  and  its  young  manhood,  had  within  this  brief 
period  established  itself  on  a  firmer  foundation  than 
before.  The  battle  had  been  won;  the  re-creation  of 
the  South  was  an  accomplished  fact.  The  story  of 
her  resurrection  bears  a  message  which  at  this  moment 
has  a  more  than  local  significance  —  a  story  which 
today  Europe  may  read  to  its  heartening  and  its 
encouragement.  For  the  world  the  South  has  today 
this  evangel  of  cheer,  "The  thing  that  I  have  done, 
you,  too,  can  do.  Take  heart;  it  is  but  courage  and 
faith  you  need  !" 

In  the  history  of  the  South,  the  chapter  that  began 
at  Appomattox  closed  on  the  battlefields  of  France. 
Five  years  ago  it  was  evident  that  the  last  page  of 
the  story  of  her  long  struggle  with  adversity  was  being 
written.  Today  there  is  no  one  of  us  who  does  not 
know  that  the  leaf  has  been  turned,  the  new  chapter 
begun.  The  new  South  is  no  longer  a  vision;  with 
almost  startling  swiftness  it  is  here.  It  is  our  happy 
portion,  not  to  lift  up  our  eyes  in  longing  toward 
it  from  some  Pisgah  height,  but  to  be  members  of 
that  company  who  have  entered  into  it  and  possessed  it. 

So  swift  indeed  has  been  the  fulfilment  that  a  haze 
of  unreality  still  clings  about  it,  as  with  every  hope 
so  long  deferred  and  so  suddenly  realized.  But 
nothing  is  more  certain.  It  is  but  sober  fact  that 
this  State  of  North  Carolina  which  within  its  borders 
in  1865  had  not  a  single  solvent  bank,  is  now  for 
the  first  time  practically  sel  f-  financing  ;  that  last  year 
alone  its  bank  resources  increased  nearly  sixty  per 
cent;  that  the  consumption  of  raw  cotton  in  its  textile 
plants  is  greater  than  that  of  any  other  State  in  the 


56      tEfte  &tate  {Hnibersrttp  an&  tfje  JJeto 


Union,  and  the  total  value  of  its  manufactured  cotton 
products  surpassed  by  one  alone;  that  its  tobacco 
manufacturers  total  more  than  twice  those  of  any 
other  State.  In  ten  years  North  Carolina  has  risen 
from  eighteenth  to  fourth  place  among  the  states  in 
the  value  of  her  farm  crops;  the  value  of  her  last 
year's  crop  alone  was  three  times  the  total  amount 
of  her  entire  investment  in  farm  property  twenty 
years  ago.  The  total  output  of  her  farms  and  her 
factories  last  year  was  nearly  a  billion  and  a  half  of 
dollars.  Nor  is  all  this  a  merely  temporary  condition, 
the  result  of  a  powerful  stimulation  whose  effect  is 
spent.  What  gives  confident  assurance  of  permanence 
is  the  fact  that  the  machinery  of  production  on  the 
farm  and  in  the  factory,  functions  and  promises  to 
continue  to  function,  more  smoothly  than  that  of 
perhaps  any  other  part  of  the  world. 

The  South's  new  era  is,  then,  from  its  very  begin- 
ning, one  of  abounding  and  wide-spread  material 
prosperity.  But  it  is  far  more  than  this.  To  one 
who  looks  long  at  the  currents  that  now  flow  freely 
through  Southern  life  there  comes  the  growing  con- 
viction that  here  there  now  begins  a  great  new  chapter, 
not  only  in  the  history  of  this  section,  but  in  the 
history  of  America.  For  here,  as  nowhere  else,  are 
now  at  work  those  great  creative  impulses  which 
have  made  America  possible.  Here  is  a  people 
American  in  blood,  American  in  spirit,  tempered  and 
tried  by  adversity;  a  people  taught  self-reliance  in 
the  hardest  of  schools,  acquainted  with  labor,  cherish- 
ing above  material  goods  the  things  of  the  spirit, 
firm  in  their  faith  in  democracy.  Into  the  hands  of 
this  people  there  have  come  at  last  the  keys  of  an 


of  ^ortf)  Carolina  57 


opportunity  that  most  wonderfully  exceeds  their 
dreams.  Southern  life  today  is  athrill  and  astir  with 
the  sense  of  it.  Its  note  is  one  of  joyous  and  eager 
confidence;  its  mood  the  constructive  mood  of  the 
American  pioneer : 

"Down  the  edges,  through  the  passes,  up  the  mountains  steep, 
Conquering,   holding,  daring,  venturing  as   we   go  to  the  un- 
known ways." 

As  the  mind  swings  forward  into  the  years  which 
lie  ahead,  years  big  with  destiny  for  the  South,  con- 
viction deepens  that  out  of  all  this  creative  energy, 
this  confidence  and  faith,  there  is  to  come  something 
infinitely  greater  and  finer  than  a  giant  essay  in 
materialism;  that  here  a  new  civilization  is  to  take 
form  and  substance,  a  civilization  which  blends  into 
one  harmonious  and  happy  whole  the  best  that  is 
Southern  by  inheritance  and  tradition  with  the  best 
that  the  new  material  freedom  affords.  The  problem 
of  achieving  this  civilization  is  the  problem  which  lies 
at  the  heart  of  Southern  life  today.  It  is  a 
problem  which  is  to  be  solved,  not  by  the  mere 
imitation  of  that  to  which  men  have  hitherto  adhered 
in  their  common  life,  by  a  faithful  but  uninspired 
retracing  of  the  old  familiar  lights  and  shadows,  but 
through  such  a  liberation  of  the  spirits  of  men  that, 
reverent  but  unafraid,  they  shall  catch  up  in 
their  own  hands  the  threads  of  destiny  and  weave 
them  into  a  pattern  richer  and  finer  than  America  has 
yet  seen. 

The  challenge  of  the  South  to  the  Southern  State 
University  today  is  that  she  show  herself  worthy  of 
leadership  in  this  great  constructive  enterprise,  this 
the  world's  latest  attempt  to  evolve  a  new  and  higher 


58      3W)e  fetate  ®ntoer*tt|>  anb  tfte  JSeto 


civilization.  Such  a  challenge  she  can  meet  by  no 
merely  perfunctory  response.  It  is  for  her  pas- 
sionately and  reverently  to  dedicate  herself  and  all 
of  herself  to  this  great  task,  to  set  about  it,  not  in 
the  spirit  which  would  discipline  men  into  obedient 
and  unthinking  servants  of  some  rigidly  preconceived 
mechanical  and  authoritative  state,  which  holds  the 
lives  and  souls  of  men  as  mere  instruments  to  its 
calculated  ends;  but  in  the  spirit  of  the  democracy 
she  serves,  that  spirit  which  sets  men  truly  free  to 
embody  in  ever  higher  and  nobler  forms  the  best  that 
is  in  their  hopes  and  dreams  and  prayers. 

For  such  a  full  liberation  of  all  men,  in  body,  mind 
and  spirit,  is  the  very  heart  of  the  program  of 
democracy.  It  holds,  with  Burke,  that  government  is 
not  for  its  own  sake,  but  a  contrivance  of  human 
wisdom  to  provide  for  what  men  want,  and  it  adds, 
as  has  been  finely  said  from  this  platform,  the  faith 
that  "with  the  right  to  live  freely,  men  will  live 
rightly;"  that  between  what  free  and  enlightened  men 
really  want  and  the  deepest  and  highest  interests  of 
the  democratic  state  there  is  no  contradiction,  but  a 
full  identity.  Unrest  and  dissension  within,  it  would 
hold  that  it  cannot  hope  permanently  to  meet  by  the 
imposition  of  repressive  authority,  but  that,  true  to 
its  creed  that  the  only  control  that  is  ultimately  worth 
while  is  self-control,  it  must  press  with  new  vigor 
its  effort  to  set  men  really  free,  not  from  responsibility, 
but  through  it. 

It  is  the  achievement  of  such  a  responsible  freedom 
which  is  the  common  business  of  education  and  of 
the  democratic  state.  In  such  a  program  all  institu- 
tions of  education,  of  whatever  grade  or  name, 


SBntoersitp  of  Jlortf)  Carolina  59 


however  founded  or  supported,  find  a  common  purpose 
and  an  aim  which  joins  them  as  brothers  each  to 
each,  and  makes  of  all  their  learners  and  teachers 
one  great  company  enlisted  in  the  same  high  cause. 

In  such  a  spirit  the  University  eagerly  and 
reverently  consecrates  the  utmost  of  her  powers 
toward  the  upbuilding  on  this  soil  of  a  civilization 
which  shall  be,  not  merely  prosperous,  but  free,  and 
because  of  its  freedom,  great  and  enduring;  a  civiliza- 
tion which  shall  fuse  in  one  great  creative  synthesis 
the  best  in  both  old  and  new,  a  civilization  in  which 
more  and  more  men  shall  do  justly,  shall  love  mercy, 
and  shall  walk  humbly  with  their  God. 

But  the  Southern  State  University,  if  it  is  to  prove 
itself  worthy  of  leadership  in  the  South  at  this  hour, 
must  offer  more  than  its  vision  of 

"The    spirit   of    the    years    to    come 
Yearning  to  mix  himself  with  life" 

more  than  its  faith,  however  keen,  that  its  goal  is 
that  of  democracy  itself.  It  must  think  through,  and 
embody  in  tangible  form,  its  answer  to  the  question 
"How  in  the  South  today  are  men  most  completely 
to  be  set  free  for  this  high  emprise  of  building  the 
greater  commonwealth  ?" 

Such  a  question  can  be  answered  neither  by  a  blind 
reliance  on  the  dictates  of  tradition,  nor  by  a  summary 
rejection  of  the  old  because  it  is  old.  It  is  not  age 
that  matters,  but  value,  value  for  the  enrichment  of 
the  lives  of  men  today.  And  whether  there  be  in 
anything  such  value  the  University  must  determine, 
not  by  abstract  speculation,  but  by  a  ceaseless  effort 
to  see  the  life  about  her  steadily  and  whole,  to 
interpret  to  herself  and  to  all  men  the  flow  of  its 


60       ®be  &tate  Slntor  rsitp  anb  tlje 


swift  currents,  and  to  minister  to  its  real  and  abiding 
needs.  I  have  said  its  "real  and  abiding"  needs,  for 
the  university  which  in  her  zeal  for  quick  results  and 
practical  programs,  forgets  the  deep  and  permanent 
springs  of  life,  is  as  unworthy  of  leadership  as  she 
that  denies  the  value  of  the  immediate  and  practical 
altogether.  Her  eyes  must  sweep  with  level  glance 
the  busy,  work-a-day  life  of  men  about  her,  as  with 
quick  sympathy  she  declares  "This  is  my  domain," 
but  they  must  also  lift  themselves  up  unto  the  ever- 
lasting hills  beyond  the  work-shop  and  the  market- 
place, into  those  high  places  where  men  walk  alone 
with  their  souls  and  with  God.  For  these,  too,  are 
her  domain. 

Her  responsibility  to  the  swiftly  developing  material 
life  of  the  South  is  clear.  "The  greatest  obstacle  in 
the  way  of  the  development  of  the  South's  foreign 
commerce,"  said  a  leader  of  Southern  industry  the 
other  day,  "is  the  lack  of  men  who  are  trained  to 
understand  its  problems."  The  production  of  such 
trained  men  is  a  responsibility  which  the  University 
gladly  assumes,  as  she  assumes  that  of  fitting  men 
for  the  ever  more  complicated  problems  which  confront 
Southern  business  and  industry  as  a  whole. 

She  must  see  to  it  that  trained  workers  man 
Southern  laboratories,  build  Southern  roads,  develop 
her  latent  electric  power,  conserve  her  forests, 
build  her  bridges  and  tunnel  her  mountains.  She 
must  insist  that  such  men  are  equipped  adequately 
and  thoroughly  for  the  work  they  are  to  do.  But 
her  supreme  task  in  all  this  is  not  the  relatively  simple 
one  of  training  men  who  shall  be  efficient  at  their 
job.  To  rest  content  with  this  would  be  to  ignore 


tBfje  ®niber£tt|>  of  J?ortf)  Carolina  61 

the  whole  vital  problem  which  lies  at  the  heart  of  the 
new  industrial  South;  the  problem  of  whether  the 
Southern  civilization  of  the  future  is  to  center  about 
the  machine,  or  about  the  man. 

This  problem  of  rightly  relating  industrial  efficiency 
to  human  freedom  every  developing  industrial  civiliza- 
tion has  faced,  but  none  has  fully  solved.  And  as 
now  the  South  confronts  it,  she  must  needs  bring  to 
bear  for  its  solution  all  her  sturdy  respect  for  the 
individual,  all  her  idealism  and  her  regard  for  human 
and  for  spiritual  values.  To  lose  these  is  to  buy 
industrial  efficiency  at  too  great  a  price.  But  through 
these  to  transform  industry  into  something  more  than 
a  method  of  making  a  living  or  of  accumulating 
wealth,  to  make  of  it  a  great  instrument  for  achieving 
the  ideals  and  the  aspirations  of  democracy  itself — 
this  is  to  write  a  chapter  in  Southern  history  that  the 
whole  world  will  read. 

The  problem  is  no  easy  one.  The  record  of  the 
world's  dealings  with  industry  is  eloquent  testimony 
to  that  fact.  But  the  University  must  all  the  more 
see  to  it  that  the  men  whom  she  trains  for  industry 
shall  catch  the  sense  of  its  vital  significance,  that  their 
minds  and  hearts  shall  be  so  set  free  that  they  shall 
see  their  task,  not  as  an  isolated  fact,  but  as  an 
essential  part  of  the  great  common  undertaking  of 
the  democratic  commonwealth,  an  undertaking  which 
is  based  on  co-operation,  not  on  conflict,  and  which 
regards  all  human  relationships,  whether  in  industry 
or  in  government,  as  finding  their  complete  expression 
just  as  they  become  means  for  the  achievement  of  a 
more  perfect  freedom. 


62      QEfte  fetate  gjntoerattp  anb  tfte  j?eto 


The  obligation  of  so  liberating  the  whole  man  that 
he  becomes  more  than  an  efficient  specialist  rests  with 
equal  force  on  all  the  University's  professional  schools. 
Her  lawyers  must  be  trained  in  the  law,  and  they 
must  also  be  clear  that  "the  law  is  only  beneficence 
acting  by  rule."  Her  teachers  must  not  only  know 
how  and  what  to  teach,  but  they  must  go  out  quick 
in  the  faith  that  the  future  of  democracy  is  in  their 
hands;  that  day  by  day  they  are  laying  the  very  foun- 
dation-stones of  the  new  Southern  civilization.  Those 
whom  she  trains  for  social  service  she  would  make 
proficient  in  technique,  for  she  realizes  that,  here  as 
everywhere  else,  good-will  alone  is  an  inefficient 
weapon;  but  she  would  also  seek  to  touch  their  hearts 
with  the  deep  conviction  that  it  is  only  he  who  loves 
mankind  who  is  worthy  to  serve  it,  and  that  the  social 
service  which  is  permanently  worth  while  is  that  which 
points  men  the  way  to  freedom. 

It  is  precisely  her  faith  that  the  deepest  need  of 
the  new  civilization  is  for  men  who  are  both  efficient 
workers  and  fitted  to  co-operate  in  the  constructive 
program  of  democracy  through  the  full  release  of 
their  own  highest  powers  that  sharpens  the  Univer- 
sity's sense  of  obligation  toward  the  agricultural  life 
of  her  State.  For  the  technical  training  of  the  farm- 
worker this  University  has  no  obligation;  but  she 
has  every  obligation  to  the  farmer  as  a  man  and  as 
a  citizen.  Were  other  responsibility  lacking,  the  single 
fact  that  in  her  present  student  body  the  sons  of 
farmers  far  outnumber  those  of  men  of  any  other 
occupation  would  itself  impose  no  light  duty  toward 
the  homes  from  which  they  come.  But  a  further 
obligation  rich  in  opportunity  for  service  grows  out 


Untoersritp  of  JJortf)  Carolina  63 


of  the  fact  that  the  farm  is  rapidly  becoming,  not 
an  isolated  compartment  in  the  State's  life,  but  a 
cross-section  of  that  life.  As  local  industries  develop, 
it  matters  increasingly  to  the  farmer  that  in  a  State 
whose  industrial  life  so  largely  centers  about  the 
manufacture  of  its  own  raw  materials,  this  life  should 
be  just  and  sound;  as  it  matters  to  him  that  the 
physicians,  and  lawyers,  and  teachers  who  serve  him 
shall  be  broadly  and  liberally  trained.  All  these  vital 
relationships  into  which  agriculture  must  enter  are 
matters  of  concern  to  the  University ;  while  still  deeper 
and  more  intimate  is  the  concern  she  feels  that  through 
her  may  be  multiplied  the  avenues  by  which  the  farm 
home  itself  shall  come  into  ever  closer  and  freer 
touch  with  the  best  that  the  new  civilization  has,  and 
will  have,  to  offer,  so  that  it  may  share,  and  share 
fully,  in  the  life  of  the  new  South. 

The  crucial  test  of  the  ability  of  the  University  to 
identify  her  mission  with  that  of  democracy  is  found 
in  her  achievement  in  the  college  of  liberal  arts.  For 
in  the  college,  if  anywhere,  must  emerge  the  answer 
to  the  question  whether  the  ideal  of  freedom  can 
successfully  embody  itself  in  concrete  concepts  of 
education  and  of  life.  To  fail  here,  under  conditions 
so  fitted  to  the  task,  is  to  proclaim  that  the  great 
underlying  principles  of  democracy  can  nowhere  be 
attained.  Success  or  failure  will  spring  ultimately 
from  the  attitude  of  the  college  itself  toward  what 
it  is  about  and  from  no  other  factor.  The  heart  of 
the  matter  is  whether  the  college  conceives  its  work 
in  terms  of  a  dull  and  dreary  formalism,  an  uninspired 
repetition  of  a  set  of  lifeless  formulae,  or  whether  it 
really  passionately  believes  that  its  task  is  that  of 


64      W$t  fetate  ®ntoertfit|>  anb  tfje 


liberating  men  from  all  that  is  partial  and  limited 
and  false,  so  that  they  shall  look  out  upon  life  with 
eyes  that  see  and  understand.  If  such  be  its  belief, 
all  its  work  in  whatever  field  achieves  a  unity  of 
purpose  which  it  is  its  mission  to  make  plain,  and 
through  which  it  may  touch  with  flame  the  mind,  the 
heart  and  the  will.  Science  becomes  both  the  absorb- 
ing tale  of  the  increasing  liberation  of  man  from  the 
tyranny  of  nature  and  that  of  the  liberation  of  his 
mind  through  its  search  for  truth  ;  literature,  the 
record  of  the  human  heart  as  it  has  struggled  to 
express  its  aspirations;  history,  the  story  of  the  march 
of  the  human  will  as  it  strives  with  nature  and  with 
itself  for  freedom. 

But  it  is  not  the  ultimate  aim  of  the  college  to 
develop  men  who  are  only  spectators  of  life,  however 
clear  their  vision  of  what  in  it  is  ephemeral  and  what 
abiding.  At  this  hour  of  constructive  need  the  college 
could  not  more  greatly  sin  against  itself  and  the  State 
than  by  training  men  who  should  hold  themselves  aloof 
from  the  work-a-day  life  of  the  world,  from  partici- 
pation and  leadership  in  every  fine  and  worthy  human 
cause.  The  University  believes  with  her  whole  heart 
that  it  is  the  function  of  the  college  to  train  for 
citizenship  and  for  service;  and  she  also  whole- 
heartedly believes  that  citizenship  and  service  proceed 
from  within  the  man  himself,  not  from  external 
mandate.  To  this  end  she  would  seek  to  develop  in 
those  who  come  to  her  a  free  spirit  of  inquiry  into 
the  relationships  that  underlie  the  common  life  of 
man,  an  inquiry  pursued,  not  in  an  atmosphere  of 
destructive  criticism,  but  in  one  in  which  it  is  con- 
stantly clear  that  only  by  holding  fast  to  the  best 


ffinteeraitp  at  jgEortfr  Carolina  65 


that  men  have  toiled  and  dreamed  and  fought  for  can 
a  yet  greater  good  be  attained.  To  this  end  also,  since 
she  holds  that  men  best  learn  to  live  as  free  and 
co-operative  citizens  when  to  the  study  of  what 
democracy  is  and  means  they  add  its  real  and  constant 
practice,  she  would  strive  to  make  of  her  life  as  a 
whole,  campus  and  classroom  and  playground,  one 
great  example  of  her  faith  that  high  ideals  and  fine 
habits  of  citizenship  and  service  develop  best  when 
free  men  live  together  as  members  of  a  community 
whose  obligations  they  themselves  have  defined  and 
assumed. 

For  the  college  of  arts  which  is  true  to  its  faith, 
the  University  conceives  that  the  New  South  has  a 
genuine  and  increasing  need.  For  if  this  the  South  's 
great  adventure  is  to  end  in  more  than  the  accumula- 
tion of  wealth,  if  human  happiness  and  freedom  are 
indeed  its  goal,  she  must  guard  her  institutions  of 
learning,  that  they  may  be  more  than  machines  for 
the  production  of  workers  skilled  in  their  craft. 

The  message  of  the  college  to  her  sons  is  the 
message  of  democracy  itself,  that  "the  main  enter- 
prise of  the  world  is  the  upbuilding  of  a  man." 
Nothing  is  more  vital,  at  this  moment  when  the  South 
is  caught  up  on  the  swell  of  her  newly  released 
material  constructive  forces,  than  her  constant  clear 
vision  of  this  fact.  Now,  if  ever,  must  the  South 
cherish  the  ideal  of  liberal  education,  that  out  of  her 
colleges,  as  out  of  a  great  reservoir  of  power,  there 
may  come  in  increasing  numbers  and  with  increasing 
strength  men  who  have  caught  the  vision  of  what 
life  really  means. 


66      Wje  fetate  ®mber$itp  anb  tfje 


An  institution  whose  concern  is  truth  must  find 
one  very  real  test  of  its  vigor  in  whether  it  seeks  to 
contribute  new  truths  to  the  world's  existing  store. 
The  impulse  toward  research  springs  from  the  same 
conditions  which  insure  the  vitality  of  its  teaching, 
and  reacts  in  turn  upon  its  whole  inner  life.  The 
supreme  question  here  is  not  whether  research  is  of 
practical  value  to  the  State.  To  that  question  the 
whole  history  of  Western  civilization  gives  eloquent 
answer.  Truth"  must  indeed  be  sought  upon  the 
mountain  top,  but  with  him  whose  passion  to  look  upon 
her  face  wins  him  access  to  her  high  abode,  she  walks 
hand  in  hand  down  into  the  common  haunts  of  men, 
and  with  her  touch  men's  labors  lighten,  their  bodies 
strengthen,  and  their  souls  grow  great.  In  all  that 
men  may  do  there  is  assuredly  nothing  more  practical 
than  to  seek  for  truth.  The  real  question  is  rather 
that  of  the  spirit  in  which  they  go  about  their  quest. 
Research  may  sink  to  the  level  of  mere  mechanical 
and  lifeless  routine,  which  kills  the  spirit  while  it 
preserves  the  letter,  or  it  may  become  such  a  liberating 
power  that  the  mind  which  comes  under  its  spell  is 
caught  up  forever  into  a  higher  and  a  clearer  air.  Men 
with  such  a  vision  the  State  must  surely  count  among 
its  most  precious  possessions.  Frontiersmen  they, 
pointing  the  way  through  the  untrodden  forest  to 
the  millions  who  shall  possess  the  land  they  find; 
builders  of  democracy  through  eternal  quest  for  truth. 

With  such  a  sense  of  the  oneness  of  her  mission 
with  that  of  the  democratic  commonwealth  the  Univer- 
sity becomes,  if  she  keep  faith,  not  an  appendage  of 
the  State,  but  its  warm  throbbing  heart,  linked  in  a 
living  union  by  the  pulsing  currents  of  life  itself  with 


®ntoer*tt2>  ot  JSortf)  Carolina  67 


every  member  of  the  one  great  whole.  She  is  of  the 
State,  and  there  is  no  fine  and  worthy  cause  that  is 
the  State's  that  is  not  also  hers.  Teaching,  research, 
and  extension,  are  but  three  various  channels  through 
which  her  life  finds  natural  expression.  If  that  life 
be  vigorous  and  free,  it  will  out  of  its  abundance 
ever  seek  new  and  direct  contacts  with  the  citizenship 
of  the  State  through  extension  which  is  real  and 
vital,  just  as  it  will  seek  for  better  teaching  and  more 
productive  research.  Among  these  varied  phases  of 
university  activity  there  is  no  contradiction  ;  all  embody 
one  spirit  and  one  ideal. 

And  this  ideal,  whether  it  find  expression  in  the 
college  or  the  professional  school,  in  teaching  or 
extension  or  research,  is  that  of  full  and 
eager  and  constructive  participation  in  the  task  of 
democracy  as  it  sets  men  free  to  realize  their  higher 
selves.  Such  self-realization  can  achieve  its  highest 
expression  only  through  that  deepest  of  all  human 
experiences  which  attunes  the  soul  to  one  Reality 
existent  through  all  forms,  in  the  abiding  faith  that 
the  stair  which  man  has  builded  and  by  which  he 
climbs  to  freedom,  also  "slopes  through  the  darkness 
up  to  God." 

There  is  in  all  the  world  of  education  today  no 
greater  responsibility  than  that  which  rests  upon  the 
state  universities  of  the  South.  Theirs  is  not  the 
easy  task  of  ministering  to  a  fixed  and  static  life. 
Theirs  is  a  sterner  and  a  higher  obligation.  They 
must  serve  and  guide  and  interpret  to  itself  and  to 
the  world  a  new  civilization  which  is  yet  in  the 
making.  Holding  fast  to  all  that  is  best  in  the  past, 
they  must  face  the  future  confident  and  unafraid. 


68       ®fje  fetate  ZEJmbersttP  anb  tfje  Jietu 


Quick  of  vision,  warm  of  sympathy,  and  of  broad 
understanding,  they  must  lead  on  through  unfamiliar 
scenes  and  along  untrodden  pathways. 

And  upon  her  whose  name  is  written  on  our  hearts, 
oldest  among  her  sisters  and  ever  young,  such  obliga- 
tion peculiarly  rests.  For  the  State  she  serves  thrills 
from  mountain  to  sea  with  the  currents  of  the  new 
life.  Day  by  day  skies  brighten  and  horizons  broaden, 
as  Carolina  presses  onward  toward  a  future  more 
happy  then  her  dreams.  The  State  of  North  Carolina 
and  her  University!  Partners  in  the  supreme  adven- 
ture of  achieving  in  ever  fuller  measure  that  democracy 
for  which  her  sons  so  freely  gave  their  lives  —  fellow- 
workers  in  the  same  high  cause,  marching  shoulder 
to  shoulder  toward  the  same  shining  goal,  as  they  draw 
strength  and  guidance  each  from  each! 

Thus  at  this  hour,  as  this  mother  of  free  men 
renews  her  consecration,  she  would  seek  to  gather 
up  and  fuse  in  one  great  flaming  purpose  all  the 
infinite  wealth  that  is  hers  of  affection  and  loyalty 
and  love.  Strong  as  the  oaks  that  guard  her  round 
about,  kindly  as  the  springtime  that  embowers  her, 
she  sits  upon  this  the  hill  of  pilgrimage  for  ceaseless 
generations  of  her  sons.  But  for  her  spirit  there  is 
no  single  local  habitation.  It  is  here;  but  it  is  also 
with  her  sons  and  with  the  sons  of  all  men  as  they 
strive  for  better  and  for  higher  things.  May  it 
shine  ever  brighter  and  more  clear,  a  light  unto  the 
feet  of  men  and  a  radiance  within  their  hearts  ! 


flHntoertfitp  of  JJortf)  Carolina  69 


GREETINGS 

STATE  UNIVERSITIES 

PRESIDENT  EDWIN  A.  ALDERMAN,  OF  THE  UNIVERSITY  OF  VIR- 

GINIA ;  DELIVERED  IN  THE  ABSENCE  OF  PRESIDENT  ALDER- 

MAN BY  PROFESSOR  IVEY  F.  LEWIS,  OF  THE 

UNIVERSITY  OF  VIRGINIA 

Denied,  Mr.  President,  through  the  pressure  of 
urgent  duties,  the  high  pleasure  and  privilege  of 
coming  in  person  to  my  Alma  Mater  to  join  in  the 
ceremonies  of  inauguration,  I  take  leave  to  send  to 
her  and  to  you,  her  latest  guardian  and  helmsman, 
assurances  of  my  deepest  faith  and  affection.  Secure 
in  the  memory  of  a  clear  and  glorious  past,  her  sons 
apprehend  with  pride  that  the  University  of  North 
Carolina  will  fulfil  her  destiny  in  the  troubled  future 
with  sympathetic  comprehension  of  her  responsibilities 
and  devotion  to  the  interests  of  sound  learning  and 
to  the  service  of  mankind. 

It  has  been  my  fortune  to  know  four  of  her  presi- 
dents, and  I,  myself,  have  served  in  that  high  office. 
In  the  sincere  and  simple  days  not  long  past,  when 
her  resources  were  meagre,  but  her  purposes  high, 
I  studied  within  her  walls.  I,  therefore,  claim  to 
know  intimately  the  spirit  and  soul  of  the  University 
of  North  Carolina,  and  I  do  most  profoundly  know 
that  whatever  of  will  to  work  for  men  or  strength  to 
serve  the  State  has  come  into  my  life  came  to  me 
through  her  teachings. 

Born  out  of  the  first  impulses  for  human  freedom 
stirring  on  this  continent,  vital  through  all  the  storms 
and  vicissitudes  of  our  national  life,  we  who  under- 


70      Wfje  fetate  ®ntoer*tt|>  anb  tfje  J?eto 


stand  and  love  her  may  justly  claim  that  the  University 
of  North  Carolina  has  been  true  to  her  origins  and 
faithful  to  democracy.  Not  every  university  has  won 
a  spiritual  character  that  shines  before  the  faces  of 
men.  The  University  of  North  Carolina  has  earned 
this  fame,  and  may  proudly  assert  the  possession  of 
the  great  qualities  necessary  to  a  seminary  of  higher 
learning,  dedicated  to  the  cultivation  of  the  capacities 
of  self-government — a  democratic  atmosphere  inform- 
ing and  saturating  her  activities;  a  reverent  loyalty 
for  the  past  but  a  dauntless  and  passionate  enthusiasm 
for  the  future;  an  unsurpassed  institutional  unselfish- 
ness and  a  bouyant  hope ;  faith  in  the  essential 
goodness  of  youth  resulting  in  the  creation  of  an 
iron  code  of  dignity  and  honor;  a  patient,  austere 
vision  of  the  truth  which  universities  must  forever 
seek  and  must  not  fail  to  find. 


THE  COLLEGES  OF  THE  STATE 

PRESIDENT  WILLIAM  Louis  POTEAT,  OF  WAKE  FOREST  COLLEGE 

An  old  lesson  has  been  newly  learned — unforget- 
tably learned — since  1914.  It  was  written  anew  in 
deep-cut,  gigantic  hieroglyphs  across  the  face  of 
Europe  from  Ostend  to  Bale.  There  has  been  no 
need  of  the  excellent  wisdom  of  a  Daniel  to  read  the 
writing  and  make  known  the  interpretation.  Scholar 
and  statesman,  prophet  and  historian,  financier  and 
sociologist,  all  agree  in  the  translation  of  these  ghastly 
symbols,  and  this  is  the  writing, — Education  is  Des- 
tiny. 

The  Germany  of  1914  with  its  planetary  ambition 
and  its  intolerable  standards  was  the  product  of  a 


Unibergttp  of  JSortft  Carolina  71 


scheme  of  education  imposed  upon  a  single  generation 
of  Germans.  That  experiment  in  national  perversion 
illustrates  in  tragedy  what  Treitschke,  its  patron  saint, 
said  fifty  years  before:  "There  is  no  ideal  which  a 
living  people  choose  to  put  before  themselves  that 
they  have  not  the  power  of  realizing  in  history." 
There  appear  to  be  no  limitations.  What  emerges 
in  history  was  first  in  education.  The  whole  world 
knows  it  now.  Even  China  is  preparing  for  inter- 
national complications  in  the  light  of  this  lesson.  Are 
we  not  reading  from  the  authoritative  sources,  for 
example,  "every  boy  in  every  school  in  China,  every 
girl  in  every  school  in  China,  is  pledged  to"  such  and 
such  a  policy?  Of  course,  when  these  boys  and  girls 
grow  up,  such  and  such  a  policy  will  be  the  policy  of 
the  nation.  Accordingly,  education  is  a  people's  most 
important  business.  Agriculture,  manufactures,  trade, 
transportation,  scientific  research,  politics,  are  only 
justified  by  their  wholesome  relation  to  education,  by 
the  contribution  which  they  make  to  the  society  of 
the  future  in  providing  for  the  childen  of  the  present. 
Our  education  is  our  destiny. 

And  so,  Mr.  President,  the  colleges  of  the  Com- 
monwealth salute  you  today.  If  they  bow  beneath 
their  responsibility,  it  is  but  the  better  to  fit  themselves 
to  its  weight.  If  resources  are  inadequate,  consecra- 
tion is  deep  and  enthusiasm  boundless.  They  welcome 
you  as  a  helper,  guide,  inspirer.  They  proclaim  anew 
their  fellowship  with  this  great  institution  in  building 
the  saner,  juster  society  of  tomorrow,  the  humaner, 
fairer,  happier  North  Carolina.  Our  joint  obligation 
does  not  end  on  our  State  boundaries.  Together  we  must 
labor  so  to  settle  in  the  national  mind  the  spirit  of 


72      3Efre  fetate  ZHntoergftp  anfr  tfre  jfieto  feoutfr 

international  justice  and  brotherhood  as  to  make  it 
impossible  for  a  handful  of  obscurantists  ever  again 
to  set  our  great  country  in  a  shameful  isolation  with 
Mexico  against  the  organized  enlightenment  and  con- 
science of  mankind.  We  shall  need  to  be  on  guard 
lest  institutional  loyalty  betray  us  into  the  practical 
fallacy  of  regarding  our  institutions  as  ends  in  them- 
selves rather  than  as  apparatus  and  means  for  the 
education  of  all  the  people.  The  common  task  is  too 
sacred  and  too  large  for  jealousies  and  the  rancor 
of  competition.  Competition?  A  lady  standing  on 
the  beach  quite  ready  for  the  surf  explained  why 
she  did  not  go  in  by  saying,  "Another  lady  is  using 
the  ocean." 

We  salute  you,  Mr.  President.  We  felicitate  you. 
We  wish  for  you  a  career  that  is  great  and  high  in 
proportion  to  the  breadth  of  its  service.  We  pledge 
you  to  the  adventure  and  romance  of  rinding  the  way 
of  light  in  a  foggy  time  and  calling  after  you  the 
strength  and  hope  of  young  North  Carolina. 

"There  lies  the  port ;   the  vessel  puffs  her  sail : 
There  gloom  the  dark  broad  seas     .     .     . 
'Tis  not  too  late  to  seek  a  newer  world. 
Push  off !" 


THE  PUBLIC  SCHOOLS  OF  NORTH 
CAROLINA 

EUGENE  C.  BROOKS,  STATE  SUPERINTENDENT  OF 
PUBLIC  INSTRUCTION 

The  public  schools  of  North  Carolina  extend  to 
you  today,  Mr.  President,  their  warmest  greetings  and 
send  to  you  a  message  of  hope  and  good  will. 


®ntoergtt|>  of  ^ortf)  Carolina  73 


A  prosperous  State  may  abide  securely  in  a  great 
educational  system,  which  is  as  high  as  the  aspirations 
of  its  people,  and  as  comprehensive  as  its  manifold 
resources.  Such  a  system  unified  becomes  a  great 
spiritual  temple,  having  for  its  base  the  infant  school, 
and  its  own  crown  the  University. 

Education,  therefore,  is  the  State's  greatest  enter- 
prise. But  our  people  have  been  advancing  toward 
units  of  co-operation  faster  than  the  individual  has 
acquired  the  deeper  meaning  of  the  golden  rule.  This 
is  an  evidence  that  the  temple  is  incomplete  and 
insufficiently  inclusive. 

This  commonwealth  first  fashioned  the  crown;  a 
half  century  later,  the  base;  and  for  three  quarters 
of  a  century  its  architects  and  builders  have  been 
adjusting  the  crown  to  the  base  and  gradually  extend- 
ing its  dominion,  until  today  we  are  cheered  with  a 
hope  born  of  promise  that  the  dream  of  the  fathers 
is  about  to  be  fulfilled. 

Wherever  the  rays  from  the  crown  blend  with  the 
rays  from  the  base,  a  new  light  is  created  that  trans- 
forms all  within  its  radius. 

It  falls  upon  the  home  of  the  unborn  child,  drives 
the  deadly  germs  and  the  dense  shadows  of  ignorance 
and  superstition  from  the  mother's  bedside  and  makes 
the  child's  entrance  into  the  world  easier  and  safer. 
But  many  thousands  of  mothers  are  yet  without  the 
circle  and  are  unconscious  of  its  presence  in  the 
world. 

It  warms  the  hearts  of  little  children  and  the  divinity 
within  unfolds  to  embrace  the  God  of  love  and  service 
without  and  the  child  is  led  onward  through  the  world 
and  upward  toward  eternal  destiny.  But  thousands 


74      3Efre  fetate  ggntoeraitp  anb  tfte  j^eto 


of  little  children  today  living  in  darkness  have  received 
no  message  of  hope  and  are  unable  to  see  this  pillar 
of  cloud  by  day,  this  pillar  of  fire  by  night. 

It  opens  the  senses  of  youth  to  the  miracles  of  the 
physical  world,  and  to  man's  marvelous  achievements, 
past  and  present,  and  unifies  all  relatives  in  the  spirit 
including  the  dead  and  the  living  who  shall  live  again. 
But  thousands  of  our  youth  are  unconscious  of  this 
kinship  for  they  are  at  enmity  with  their  brethren 
and  seek  to  do  them  harm. 

It  touches  the  mind,  thinking,  gives  reason  to  the 
brain  and  endows  it  with  the  attributes  of  the  Creator, 
and  man  is  permitted  to  fashion  animate  and  inanimate 
things  over  again.  But  thousands  of  our  workers 
today,  contemporaneous  with  our  primitive  ancestors, 
are  too  far  removed  from  the  light  and  rarely  exhibit 
the  divine  gift. 

Wherever  this  light  encircles  any  part  of  this  com- 
monwealth universal  law  comes  out  in  bold  relief  to 
hold  a  fretful  realm  in  awe,  to  bind  all  into  one  brother- 
hood of  service  and  to  give  light  unto  freedom's  feet. 
But  thousands  of  our  citizens  are  without  the  law  and 
unacquainted  with  real  freedom. 

However,  as  the  benedictions  of  the  State  and 
nation  descend  upon  this  institution  at  this  hour  we 
move  nearer  to  a  perfected  state  in  which  the  children 
of  light  may  call  to  those  that  sit  in  darkness  to  look 
up  and  become  acting  members  of  the  government. 

We  rejoice  today,  therefore,  and  in  behalf  of  the 
public  schools  of  this  commonwealth  I  bring  you,  Mr. 
President,  our  warmest  greetings.  We  "are  all  with 
thee,  are  all  with  thee." 


flUntoergitp  of  jgtortft  Carolina 75 

THE  ALUMNI 

W.  N.  EVERETT,  1886 

Ali  Hafez  owned  his  farm;  his  crops  were  large; 
his  herds  prospered;  his  family  increased  year  by 
year. 

He  was  happy  and  contented. 

One  day  as  he  watered  his  camels  in  the  stream 
which  flowed  hard  by  his  home,  he  found  a  stone 
which  shone  brighter  than  the  others.  He  carried  it 
home  and  placed  it  on  the  chimney  board. 

One  day  a  Hindu  priest  came  that  way.  When  they 
had  finished  the  evening  meal  they  gathered  around 
the  fire.  The  priest  saw  the  stone  and  began  to  talk 
about  diamonds,  how  priceless  they  were,  how  mur- 
ders had  been  committed  and  dynasties  overthrown 
for  their  possession,  how  they  were  found  where 
rivers  ran  between  high  mountains  and  over  beds  of 
sand.  Said  he,  "If  you  owned  a  handful  of  diamonds 
the  size  of  that  stone,  you  could  purchase  kingdoms 
and  set  your  children  upon  thrones."  Ali  was  obsessed 
with  the  desire  for  great  riches.  He  sold  his  farm, 
his  camels  and  his  herds;  he  left  his  family  with  his 
friend,  and  started  out  in  its  acquirement.  To  every 
country  of  the  known  world  he  went,  wherever  he 
could  hear  of  a  river  which  ran  between  high  moun- 
tains and  over  beds  of  sand.  He  was  unsuccessful  in 
his  search.  Many  years  elapsed.  Finally  he  came  to 
the  shores  of  the  Bosporus  where  it  pours  its  ceaseless 
tides  between  high  sea  walls.  And  there,  foot  sore 
and  ragged  and  broken-hearted,  he  sought  forgetful- 
ness  in  its  friendly  waves.  It  is  said  that  the  Mogul 
diamond  was  found  on  the  farm  he  had  sold. 


76      gCfte  &tate  ffintoergitp  anb  tfre  jleto  feoutft 


In  the  fall  of  1918  after  four  years  of  brilliant 
leadership  under  conditions  of  peace  and  war  which 
sapped  his  strength  and  tried  his  soul,  the  news  was 
flashed  abroad  that  Edward  Kidder  Graham  was 
dead.  Wherever  one  went  about  the  State  the 
question  was  on  every  man's  lips,  "Where  shall  we 
find  another?"  Month  followed  month,  and  no  one 
had  found  an  answer. 

The  legislature  met  in  January.  Men  from  all  over 
North  Carolina  were  coming  up  to  Raleigh.  Every 
man  was  asking,  "From  what  place  shall  his  successor 
come?"  The  answer  had  not  been  found  when  the 
Executive  Committee  met  in  January  and  the  Acting 
President  read  his  report.  After  that  report  was 
published  there  no  longer  was  any  question.  The 
mantle  of  Elijah  would  rest  easily  and  comfortably 
on  Elisha's  shoulders.  Marvin  Hendrix  Stacy  was 
of  the  material  of  which  presidents  are  made! 

Within  the  week  of  a  disease  contracted  in  the  line 
of  duty,  while  attending  the  meeting  of  the  committee, 
Dean  Stacy  was  dead. 

These  body  blows  following  in  quick  succession, 
knocked  this  institution  to  its  knees.  Men  who  felt 
responsibility  for  its  safe  conduct  were  dazed.  Its 
friends  out  in  the  State  were  as  those  who  had  no 
hope. 

His  Excellency  sent  out  a  call  for  the  Board  of 
Trustees.  These  men  are  selected  largely  from  the 
best  which  the  State  has  to  offer.  Each  of  them  had 
the  reputation  of  having  provided  his  own  calling 
with  a  purpose  and  a  plan.  They  met  late  in  January. 
Each  man  came  with  a  high  purpose  of  service  to 
this  University,  but  no  man  had  a  plan. 


®mtoergftp  of  JJortfj  Carolina  77 


It  was  finally  decided  that  the  Governor  be  requested 
to  appoint  a  committee  of  five  whose  duty  it  should 
be  to  search  for  suitable  material,  wherever  it  might 
be  found ;  to  investigate  and  report.  The  committee 
organized  by  meeting  here,  at  Chapel  Hill,  and  electing 
Dr.  Richard  H.  Lewis  as  chairman.  This  University 
has  never  had  a  more  loyal  son  nor  a  more  devoted 
friend.  It  then  invited  the  faculty,  one  by  one,  to 
advise  and  consult  with  it.  As  these  able  men  sat 
with  the  committee,  each  of  them  had  many  valued 
suggestions,  many  splendid  plans  and  specifications  to 
present,  but  their  thought  had  not  focused  on  a 
name. 

The  committee  then  asked  for  a  conference  with 
men  from  the  student  body — men  who,  by  their  life 
and  work  on  this  campus,  had  won  preference  and 
honor  from  their  fellows.  The  chairman  said,  "Young 
gentlemen,  now  that  you  have  come  from  under 
military  rule  and  have  again  put  yourselves  in  the 
position  of  any  other  group  of  citizens,  we  are 
delighted  to  find  that  the  transition  has  seemed  so 
easy  and  natural,  that  there  is  such  an  atmosphere 
of  quiet  and  good  citizenship.  How  do  you  account 
for  it?" 

Their  spokesman  said:  "The  answer  is  easy:  the 
spirit  of  Dr.  Graham  is  in  this  place." 

The  chairman  said,  "Gentlemen,  we  have  asked 
you  to  come  in  here  so  that  you  might  tell  us  whom 
you  want  for  your  president."  The  spokesman  said, 
"The  students  want  a  man  like  Dr.  Graham.  They 
want  to  feel,  as  they  go  out  from  this  place,  that  they 
have  a  president  as  good  as  the  best." 


78       QDbe  &tate  ®ntoer*itp  anb  tfje 


The  chairman  said:  "We  are  all  agreed  on  that 
principle  —  but  what  is  his  name?" 

With  a  smile  half  cynical,  half  sad,  the  spokesman 
said:  "We  haven't  got  down  to  names:  that's  your 
job!"  "But,"  the  chairman  said,  "suppose  we  cannot 
find  such  a  one  on  this  campus?"  The  student  spokes- 
man said,  "That  would  be  all  right;  we  don't  expect 
you  necessarily  to  confine  yourself  to  this  campus." 

The  chairman  said,  "But  suppose  we  cannot  find 
such  a  one  in  North  Carolina  or  North  Carolina 
born?"  The  spokesman  said,  "That  would  be  all 
right;  we  don't  expect  you  to  confine  yourselves  to 
North  Carolina." 

After  the  valuable  suggestions  and  specifications 
were  received  from  faculty  and  student  body,  the 
committee  started  out  on  its  search.  To  every  country 
they  went,  where  they  could  hear  of  deep  rivers  run- 
ning between  high  mountains  and  over  beds  of  sand  — 
as  far  South  as  Florida,  as  far  North  as  Maine,  as 
far  West  as  Ohio  and  Kentucky.  Stopping  fre- 
quently at  the  Nation's  capitol  for  direction  and 
advice:  returning  frequently  to  this  State  to  draw 
fresh  inspiration  from  its  sacred  soil.  Much  valuable 
material  they  found,  in  the  State  and  outside  of  it. 

I  digress  here  to  say  that  we,  as  a  people,  have 
never  realized  how  great  this  University  has  become. 
Its  greatness  was  freely  and  voluntarily  admitted  by 
the  presidents  of  other  universities,  by  strong  members 
of  the  cabinet,  and  to  at  least  one  member  of  this 
committee  by  the  General  Education  Board,  so  wisely 
had  President  Graham  builded  on  the  foundations 
laid  by  his  predecessors  —  both  those  who  are  living 
and  those  who  are  dead. 


Wfje  ®ntoer*ttp  of  ^orttj  Carolina  79 

When  the  labors  of  the  committee  had  been  finished 
and  their  findings  tabulated,  the  Governor  again  called 
a  meeting  of  the  trustees. 

In  an  all-day  session  they  tested  each  specimen  with 
the  square  and  compasses  for  size,  with  the  acid  test 
for  fineness,  and  the  test  of  fire  for  fitness. 

And,  lo!  in  this  place — where  deep  rivers  run 
between  high  mountains  and  over  beds  of  sand,  the 
stone  which  had  been  overlooked  by  the  builders 
was  found  fittest  to  be  fashioned  into  the  keystone 
of  the  arch! 

So  today  with  the  high  officers  of  Bench  and  State, 
whom  we  have  delighted  to  honor,  and  in  the  presence 
of  these  distinguished  guests,  the  sons  of  your  adopted 
State,  pulsating  with  pride  in  the  power  of  the 
University  to  reproduce  its  kind,  meet  here  to  give 
that  keystone  its  formal  setting.  They  bid  me  say 
they  have  looked  upon  your  work  and  found  it  good; 
that  they  have  no  fear  they  shall  ever  have  occasion 
to  revert  to  the  place  where  you  were  born;  that 
they  will  help  hold  up  your  hands  while  you  build 
on  this  arch  more  mighty  temples  to  the  soul  of 
North  Carolina's  sons.  That  on  this  arch  they  will 
set  their  faith  and  build  their  hopes  for  a  greater 
University,  not  circumscribed  by  the  wall  which 
encloses  a  forty-acre  field,  but  who  as  she  follows 
the  star  of  her  hopes  shall  acknowledge  for  herself 
no  divisions  in  the  church  and  the  state  but  whose 
duty  and  whose  service  shall  be  alike  for  all  its  people 
and  co-extensive  with  its  borders. 

Nay  more,  we  have  the  faith  to  believe  that  from 
your  vantage  point  at  the  top  of  the  arch  you  may 
catch  the  larger  vision;  that  you  may  stretch  forth 


so      Ufa  fetate  ffintoergitp  anb  tftc  jfoto 


your  hands  and  touch  hands  with  those  of  every 
other  agency  in  the  building  of  a  greater  America 
and  in  the  production  of  a  finer  Americanism. 

THE  STUDENT  BODY 

EDWIN  EMERSON  WHITE,  1920 

It  would  certainly  be  unwise  at  this  point  of  the 
program  for  me  to  review  all  of  the  fine  qualities 
by  which  we  know  our  president.  In  place  of  this 
I  would  suggest  what  I  believe  to  be  one  of  the 
sincerest  hopes  of  the  students  as  they  look  ahead 
and  see  what  this  new  era  has  in  store  for  them.  I 
say  our  sincerest  hope  —  I  mean  loyalty  —  not  loyalty 
while  we  are  yet  students  here,  for  that  is  easy,  but 
loyalty  when  college  days  have  become  a  pleasant 
memory. 

As  each  class  leaves  behind  its  unwritten  history 
of  four  brief  years  spent  here  and  strips  off  its  caps 
and  gowns  for  the  real  fight  of  life,  it  acknowledges 
the  grim  situation  that  never  again  as  a  whole  class 
will  it  assemble,  but  scattered  broadcast,  individually 
its  members  will  work  out  their  own  destinies.  Yet 
from  the  mountains  to  the  sea  and  even  from  foreign 
lands  ever  return  the  evidences  of  remembrance,  the 
evidences  of  loyalty  to  Carolina. 

Why  is  it  that  off  in  some  great  city,  amid  costly 
homes  and  tall,  fine  buildings,  they  never  fail  to  ask 
after  our  own  brown  mud  and  brick  buildings  here? 
When  they  may  see  the  athletic  contests  of  a  nation- 
wide interest,  why  do  they  so  eagerly  inquire  after 
each  season  how  we  came  out  with  Virginia  or  North 
Carolina  State?  With  the  advantages  of  concerts  and 


TOfje  ®ntoer$tt|»  of  JJortf)  Carolina  81 

operas  and  symphonies,  they  want  to  know  whether 
the  Pickwick  is  still  open  and  whether  the  boys  throw 
peanuts  at  each  other  during  the  show  as  they  used 
to  do.  And  when  they  have  seen  specimens  of  the 
world's  finest  scenery,  why  do  they  write  back  that 
the  most  beautiful  sight  to  them  will  always  be  the 
campus  in  the  springtime? 

It  is  only  that  spirit  of  loyalty  and  unselfish  devo- 
tion that  seems  to  have  ever  characterized  this  insti- 
tution and  to  have  grown  ever  stronger  as  each  class 
departs  equipped  with  its  teachings  and  influences 
and  steadfast  in  its  ideals.  We  are  jealous  of  this 
loyalty  and  as  in  the  past  we  know  that  its  presence 
and  its  growth  has  been  the  work  of  successive  presi- 
dents, we  now  recognize  this  responsibility  and  are 
confident. 

It  is  therefore  with  a  feeling  of  security  and  joy 
that  we  offer  our  greetings  to  the  president  today. 
He  came  to  us  just  after  sunset  and  no  one  knew 
what  the  dawn  would  reveal.  We  trusted  him  then 
and  well  does  he  deserve  our  approbation  now.  The 
students  eagerly  join  the  State  and  other  University 
communities  in  giving  you  our  whole-hearted 
support,  wishing  you  all  success,  ever  proud  to  claim 
your  leadership. 

THE  FACULTY 

DR.  ARCHIBALD  HENDERSON,  PROFESSOR  OF  PURE  MATHEMATICS 

Today,  as  this  University  inaugurates  a  new  presi- 
dent and  coincidently  commemorates  a  century  and 
a  quarter  of  devoted  service  to  commonwealth  and 
republic,  it  may  be  pertinent  to  observe  that  we  have 


82      ®be  g>tate  ®ntoer*ttp  anb 


become  in  truth  a  nursery  for  college  presidents. 
Every  man  who  has  presided  over  the  destinies  of 
this  University  since  its  reopening  by  the  beloved  and 
lamented  Battle  in  1875,  to  give  but  a  single  illustration, 
has  been  elevated  to  the  presidency  from  the  ranks  of 
its  faculty.  Perhaps  some  measure  of  the  gratification 
of  the  faculty  over  the  selection  of  our  new  executive 
may  be  attributed  to  a  pardonable  pride  in  the  reflec- 
tion that  he  is  one  of  our  own  number.  The 
university  of  James  K.  Polk  and  Thomas  Hart  Benton 
welcomes  the  alumnus  of  Dartmouth,  not  only  because 
he  can  claim  the  alma  mater  of  Daniel  Webster  and 
Rufus  Choate — but  in  equal  measure  because  the  Uni- 
versity of  North  Carolina,  throughout  the  past  decade, 
has  inspired  him  with  something  of  its  own  ideals  as 
well,  and  exerted  its  shaping  influence  in  his  training 
for  the  high  duties  and  challenging  responsibilities  of 
the  presidency. 

In  that  ideal  republic  of  freedom  and  truth,  the 
real  university,  there  is  no  geography.  Conspi- 
cuously in  evidence  today  is  the  authentic 
nationalism  made  articulate  by  this  felicitous  linking 
of  New  England  and  New  South,  of  Massachusetts 
and  this  once  Old,  this  New  North  State.  In  the 
language  of  a  native  genius,  the  witty  O.  Henry,  we 
truly  celebrate  a  reunited  country:  "No  North;  little 
South;  not  much  East;  and  no  West  to  speak  of." 

The  presidency  of  the  University  of  North  Carolina 
is  a  post  of  vast  responsibility.  In  the  variety  and 
complexity  of  its  tasks,  the  delicacy  of  its  functions, 
the  power  and  scope  of  its  influence,  no  other  post 
in  the  gift  of  our  people,  I  dare  say,  can  transcend 
it.  To  you,  sir,  in  whom  North  Carolina  reposes  the 


WLnibtt&itp  of  JJortft  Carolina  83 


highest  confidence  by  choosing  you  as  the  head  of 
its  most  cherished  institution,  I  bring  the  assurance 
from  the  faculty  of  cordial  co-operation  and  —  may 
I  add  —  of  personal  attachment.  By  the  seriousness 
of  your  approach  to  the  fundamental  university 
problems  of  course  and  content;  by  the  unobtrusive 
excellence  of  your  judgments  and  the  continuing 
efficiency  of  your  counsels;  by  the  liberality  of  your 
views,  the  breadth  of  your  scholarship,  and  the  catho- 
licity of  your  interests  —  you  have  won  the  thorough- 
going confidence  of  your  colleagues. 

In  this  era  of  reconstruction  —  social,  indus- 
trial, educational  —  with  its  stern  challenge  to 
our  highest  and  best  efforts,  you  enter  upon  your 
great  task  under  singularly  happy  auspices.  Never 
in  the  University's  history  has  the  air  been  so  serene 
or  the  sky  so  promising.  We  all  rejoice  in  the  con- 
sciousness that  the  University  of  North  Carolina  has 
no  enemies.  In  North  Carolina  we  have  virtually 
obliterated  the  old  sectionalism  of  passion  and  distrust  ; 
but  we  still  retain  that  devotion  to  locality  which 
seeks,  through  all  worthy  instruments,  to  develop 
one's  own  section  to  the  highest  pitch  of  national 
potency. 

As  a  native  of  North  Carolina,  which  Nicholas 
Murray  Butler  has  aptly  termed  the  most  American 
of  the  sisterhood  of  States;  as  an  alumnus  of  this 
University,  which  I  venture  to  denominate  the  most 
democratic  of  American  State  universities,  I  volunteer 
on  behalf  of  my  colleagues  the  confident  hope  and 
belief  that  your  administration  will  amply  fulfil  the 
auspicious  promise  of  its  beginning,  and  carry  us 
triumphantly  forward  into  the  new  era  of  educational 


84       ®[)e  fetate  Unibf  rsttp  anb  tfte  JJeto  feoutfj 

reconstruction,    robust    Americanism,    and    expanding 
democracy. 

BENEDICTION 

BISHOP  JOSEPH  BLOUNT  CHESHIRE,  OF  THE  DIOCESE 
OF  NORTH  CAROLINA 

The  Blessing  of  God  Almighty,  the  Father,  the  Son, 
and  the  Holy  Ghost,  be  with  us  always.    Amen. 


itj'  of  jgortt)  Carolina  85 


INAUGURAL   DINNER 

After  the  formal  inaugural  exercises  in  Memorial 
Hall  had  been  concluded  the  audience  stood  while 
the  academic  procession  passed  out.  Delegates  and 
visitors  then  gathered  at  Swain  Hall  where  they  were 
entertained  at  the  inaugural  dinner  by  the  Univer- 
sity. 

The  dinner  began  at  6:30.  Swain  Hall  had  been 
especially  decorated  with  evergreens  and  flowers  and 
an  orchestra  played  during  the  evening.  Covers  were 
laid  for  six  hundred  persons  who  filled  the  huge 
sweep  of  the  dining  hall.  The  U-shaped  table  at 
which  the  speakers  sat  was  in  the  center  of  the 
building  and  the  other  tables  were  banked,  row  on 
row,  on  either  side.  A  particularly  pleasing  feature 
was  the  presence  of  many  ladies  at  the  dinner. 

Secretary  of  the  Navy,  Josephus  Daniels,  the 
toastmaster  of  the  evening,  sat  at  the  center  of  the 
speakers'  table,  at  which  were  also  President  and 
Mrs.  Chase,  Governor  Bickett,  President  Lowell, 
President  and  Mrs.  Hibben,  Dr.  Mann,  Judge  and 
Mrs.  Winston,  Chief  Justice  Walter  Clark,  President 
Poteat,  Bishop  Cheshire,  Superintendent  Brooks,  Dr. 
Ivey  F.  Lewis,  Dr.  Henderson  and  Mrs.  Henderson, 
Dr.  and  Mrs.  Venable,  W.  N.  Everett,  Senator  Moses, 
President  Henry  Louis  Smith,  President  Lovett,  Pro- 
fessor Young,  President  McVea,  Dean  Latane,  Pro- 
fessor Bassett,  President  Sikes,  Professor  Pegram, 
and  President  Pell. 

Secretary  Daniels  welcomed  the  guests  on  behalf 
of  the  University,  and  set  the  key-note  of  the  evening 
in  a  particularly  happy  talk.  He  introduced  the  other 


86      gEfte  fetate  ggntoergitp  anb  tfle  jfceto 


speakers  who  delighted  the  audience  with  the  warmth 
and  cordiality  of  their  greetings  and  with  the  solid 
worth  of  their  talks.  The  dinner  was  concluded  at 
9:30  P.M. 

HON.  JOSEPHUS  DANIELS,  SECRETARY  OF  THE  NAVY 

Mr.  Daniels  was  toastmaster  at  the  dinner,  presid- 
ing with  ease  and  grace  and  introducing  the  speakers 
with  a  delightful  air  of  charm  and  informality  that 
went  far  toward  bringing  all  the  diners  close  together 
in  the  spirit  of  the  occasion. 

He  himself,  beginning  the  talks  toward  the  close  of 
the  dinner,  brought  the  crowd  to  its  feet  by  proposing 
a  toast  to  "that  distinguished  educator,  the  incompar- 
able citizen,  that  noble  leader,  the  greatest  man  in 
the  world  today,  Woodrow  Wilson."  The  orchestra 
burst  into  "The  Star-Spangled  Banner"  and  the  diners 
stood  in  silence  and  then  drank  the  toast  to  the  presi- 
dent. 

Turning  then  to  President  Chase,  Mr.  Daniels  said, 
"It  is  my  privilege  and  my  pleasure  to  bring  to  you, 
sir,  the  personal  greetings  and  good  wishes  of  Presi- 
dent Wilson.  It  is  my  privilege  also  to  extend  to 
you  my  own  congratulations,  greetings,  and  best 
wishes  on  the  assumption  of  your  new  duties.  I 
myself  am  a  university  president,  the  president  of  the 
largest  university  in  the  world,  the  university  of  the 
United  States  Navy,  in  which  we  have  more  than 
100,000  students  —  and  as  one  president  to  another, 
I  salute  you." 

Describing  then  what  he  called  the  "North  Carolina 
aristocracy  of  intelligence  and  character,"  Mr.  Daniels 
outlined  the  work  of  various  other  presidents  of 


ttp  of  Jlortf)  Carolina  87 


the  University  and  their  influence  upon  the  life  of 
the  state,  concluding  with  a  tribute  to  President 
Chase:  "Today  we  have  invested  a  new  president 
with  all  the  rights,  privileges,  and  hereditaments  of 
the  office  and  have  given  him  an  honorable  place 
in  succession  to  that  list  of  illustrious  men  who  as 
leaders  of  this  institution  have  sent  the  light  of 
education  streaming  from  Chapel  Hill  into  the  far 
corner  of  the  state.  As  I  heard  his  address  this 
afternoon  I  thought  of  what  Henry  Ward  Beecher 
said  after  first  hearing  Grover  Cleveland  :  'We  have 
not  been  mistaken  in  our  man;'  and  I  say  to  you, 
ladies  and  gentlemen,  that  this  day  we  have  not  been 
mistaken  in  the  man  whom  we  have  elevated  to  the 
highest  position  of  honor,  trust,  and  responsibility 
in  North  Carolina." 

Mr.  Daniels  traced  the  work  and  influence  of 
University  men  in  the  various  wars  of  the  United 
States.  "It  has  been  said  that  the  golden  years  of 
the  University  were  the  twenty  years  from  1840  to 
1860,  and  the  world  knows  that  in  those  years  giants 
grew  on  this  campus.  Yet  those  were  placid,  peaceful 
and  prosperous  times;  and  I  say  that  the  outstanding 
years  of  the  University  were  the  blood-stained  years 
of  '61  to  '65  and  of  '17  and  '18." 

Calling  upon  the  new  president  and  the  faculty  to 
recognize  the  perils  of  peace  no  less  than  the  perils 
of  war  and  to  retain  the  spirit  of  unity  and  zeal 
which  had  animated  the  country  in  war  times,  Mr. 
Daniels  said:  "It  has  been  one  hundred  years  since 
Belgium  was  invaded  by  Germany  in  1914  —  by  every 
count  except  the  calendar.  We  shall  never  go  back 


88       ®fje  S>tate  Untoersitp  anb  tije 


to  pre-war  times.  We  shall  never  have  again  in  this 
country  either  cheap  labor  or  cheap  products.  Men 
who  labor  and  toil  will  demand  and  will  get  a  living 
wage  and  more  than  a  living  wage. 

"That  unrest  and  dissatisfaction  of  which  we  hear 
so  much  today  are  largely  creatures  of  the  imagina- 
tion and  of  the  newspaper  headlines.  Tomorrow 
morning  millions  of  men  will  go  to  their  work 
joyfully  in  this  country,  will  labor  all  day  with 
zeal  and  interest,  and  will  come  home  in  the  evening 
to  their  families,  happy,  contented,  and  peaceful. 
Yet  when  2,000  men  go  on  strike,  we  become  alarmed 
and  aroused  and  think  the  country  is  approaching 
ruin.  That  time  will  never  come.  The  man  who 
bets  on  the  United  States  will  always  win.  In  this 
country  there  is  no  room  for  the  pessimist  or  the 
Bolshevist.  Dissatisfaction  there  is  of  course,  a 
strong,  healthy  dissatisfaction,  but  a  dissatisfaction 
that  searches  for  better  things,  that  wants  and  demands 
and  will  get  better  things  ! 

"There  is  nothing  wrong  with  that  kind  of  dis- 
satisfaction. It  is  the  source  of  all  progress.  Woe 
to  this  land  when  we  become  a  satisfied  people. 
Unrest  is  present  only  because  men  have  looked 
through  open  doors  and  seen  things  they  never  saw 
before.  In  North  Carolina  we  face  an  era  of  great 
prosperity,  more  than  we  have  ever  known  before, 
and  I  rejoice  because  it  affords  us  more  chance,  more 
hope  for  education.  I  hope  this  University  will  con- 
tinue to  send  out  men  who  are  vitally  interested  in 
the  life  and  welfare  of  the  poor  people  of  the  state, 
who  dedicate  themselves  to  the  service  of  the  entire 
population  of  the  commonwealth." 


ttp  of  J?ortf)  Carolina  89 


After  concluding  his  remarks,  Mr.  Daniels  said: 
''The  wisest  man  I  have  known  in  my  whole  life 
is  Dr.  George  Tayloe  Winston,  a  former  president 
of  this  University.  Unable  to  be  present  today  he 
has  sent  to  us  from  New  York  this  letter,  which  I 
have  the  privilege  of  reading: 

LETTER    FROM    EX-PRESIDENT    GEORGE    TAYLOE    WINSTON 

"I  heartily  congratulate  the  University  and  the 
people  of  North  Carolina  on  the  inauguration  of 
President  Chase. 

"This  event  assures  the  continued  growth  and  power 
of  the  University  as  an  institution  devoted  to  the 
service  of  the  state;  a  service  performed  in  the 
training  and  inspiration  of  her  gifted  youth,  not  only 
to  be  seekers  for  truth,  but  also  as  guides  and  leaders 
of  the  people  in  all  lines  of  social  reform  and  evolu- 
tion. 

"May  the  great  work  of  the  University  go  on, 
undiminished,  forever,  —  to  the  end  that  the  Old  North 
State  may  become  a  realization  of  the  ideal  republic, 
in  which  every  child  is  born  to  unlimited  oppor- 
tunities of  education  and  development,  and  every 
citizen  finds  happiness,  freedom  and  wisdom  for  self 
in  promoting  happiness,  freedom  and  wisdom  for  all. 
"(Signed)  GEORGE  TAYLOE  WINSTON/' 

SENATOR  GEORGE   H.   MOSES,   OF   NEW    HAMPSHIRE 

Senator  George  H.  Moses,  of  New  Hampshire,  a 
graduate  of  Dartmouth  College,  where  President 
Chase  himself  spent  his  undergraduate  days,  brought 
to  the  new  president  the  greetings  of  their  common 

alma  mater. 


90      tEfle  fetate  ghttoergttp  anfr  tfre  j^eto 


As  the  first  speaker  introduced  by  Secretary  Daniels, 
Senator  Moses  set  the  key-note  for  the  entire  evening 
in  his  opening  remarks,  which  delighted  his  hearers 
with  their  warmth  and  felicity.  In  bright  and  enter- 
taining fashion,  with  ease  and  grace,  he  told  President 
Chase  and  his  audience  how  he  had  enjoyed  seeing 
a  son  of  Dartmouth  elevated  to  the  presidency  of 
the  University  of  North  Carolina. 

"There  has,  however,  been  one  omission,"  he  con- 
tinued, "which  has  been  a  source  of  profound  regret 
to  me.  I  wondered  before  I  came"  —  turning  to 
Governor  Bickett  —  "if  perhaps  the  governor  of 
North  Carolina  could  or  would  say  to  the  Senator 
from  New  Hampshire  those  classic  words  with 
which  he  once  addressed  the  governor  of  the  neigh- 
boring state." 

Senator  Moses  referred  to  the  University  as  having 
become  widely  known  for  its  work.  "To  me  it  is 
especially  dear,"  he  said,  "because  I  have  had  the 
privilege  of  associating  this  institution  and  this  state 
with  one  of  the  most  cordial  and  hospitable  expe- 
riences in  my  whole  life,  an  experience  that  has  made 
me  especially  glad  to  be  here,  that  has  made  me 
feel,  not  a  total  stranger,  but  one  who  knew  ,  this 
place  and  the  spirit  which  abounded  here. 

"When  as  newly-appointed  minister  to  Greece  I 
reached  Athens,  I  found  that  my  predecessor  was 
that  distinguished  scholar,  lovable  gentleman,  and 
finest  type  of  American  diplomat,  the  late  Eben  Alex- 
ander, for  many  years  professor  in  this  University 
and  for  four  years  American  minister  to  Greece. 
From  him  I  received  such  kindnesses  and  courtesy, 
from  him  I  came  to  know  such  charm  and  distinc- 


33ntoer$tt|>  of  JSortf)  Carolina  91 


tiveness  of  personality  that  the  relations  between  us, 
delightful  always,  have  been  an  added  tie  to  this 
institution  and  this  state." 

Referring  to  a  possible  rivalry  between  Dartmouth 
and  the  University,  Senator  Moses  said: 

"I  am  grateful  for  the  free  American  spirit  of 
enterprise  which  makes  such  competition  possible;  I 
am  grateful  for  the  opportunities  yet  remaining  in 
this  country  which  make  room  for  North  Carolina 
and  for  New  Hampshire;  I  am  grateful  for  this 
University  and  for  Dartmouth;  and  most  of  all  I 
am  grateful  for  the  utmost  which  any  and  all  of  the 
sons  of  North  Carolina  and  of  New  Hampshire,  of 
this  University  and  Dartmouth  may  have  in  mind  to 
seek  to  accomplish.  For  it  will  be  a  sad  day  for 
America  when  any  man  anywhere  within  her  borders 
may  find  himself  barred  from  attempting  to  make  the 
most  of  his  talents  and  of  his  opportunities  no  matter 
how  the  one  may  develop  nor  how  the  other  may 
present  themselves. 

"I  have  sometimes  thought  that  day  to  be  approach- 
ing. I  have  wondered  if  it  were  not  foreshadowed 
in  many  efforts  to  supplant  individual  enterprise  and 
initiative  by  the  withering  hand  of  government  con- 
trol, the  beneficence  of  which  has  been  so  loudly 
thundered  in  the  index  only  to  find  faint  echo  in  the 
body  of  the  work  itself.  But  happily  we  may  speak 
with  more  confidence  now.  A  few  years  of  experience 
have  overthrown  a  half  century  of  theory  ;  and  I  am 
confident  that  we  are  entering  once  more  upon  an 
era  wherein  the  free  play  of  individual  power  is  again 
to  assert  itself  with  consequent  advantage  to  the  nation. 


92      ®6*  &tate  (Hntbt  rsttp  anb  the  JJetu 


There  have  just  returned  to  us  two  million  brave 
youth  from  overseas  and  with  them  two  million  others 
have  come  back  to  the  works  of  peace  after  months 
of  discipline  in  the  training  camps.  These  lads  bring 
with  them  the  spirit  of  adventure  ;  many  of  them  have 
acquired  the  habit  of  command,  and  all  possess  that 
reserve  of  power  which  experience  in  arms  alone  can 
develop.  It  would  have  been  a  thousand  pities  had 
they  doffed  the  khaki  only  to  find  that  their 
government  had  used  their  absence  only  to  make 
itself  their  competitor  and  that  it  had  shut  the 
gates  upon  these  wide  avenues  of  enterprise  into  which 
their  fathers  streamed,  a  half  century  ago,  when  both 
the  blue  and  the  butternut  went  out  into  the  un- 
developed west  and  brought  forth  those  magnificent 
commonwealths  beyond  the  Mississippi  which  have 
become  at  once  the  admiration  and  despair  of  all  the 
world. 

"Happily,  I  say,  no  such  situation  now  confronts 
us.  The  reactions  from  the  war  promise  to  restore 
us  to  our  old-time  conditions  —  tempered  only  by  the 
inevitable  changes  which  slow-moving  and  helpful 
evolution  will  produce.  We  have  had  recent  proof 
of  this  in  the  public  temper  as  shown  toward  the 
steel  strike  and  the  later  and  more  impudent  strike 
of  the  so-called  outlaw  railroad  unions,  in  the  prompt 
and  contemptuous  rejection  of  the  Plumb  plan,  and 
better  yet  in  the  stern  and  unmistakable  attitude  of 
repression  which  we  are  establishing  toward  bolshe- 
vism  and  all  its  works.  And  in  this  connection,  ladies 
and  gentlemen,  I  am  sure  it  is  permissible  to  say 
here,  most  fittingly  of  all  places,  that  from  North 
Carolina  came  one  of  the  two  members  of  the  United 


®ntoertfttp  of  JJortl)  Carolina  93 


States  Senate  who  first  saw  and  comprehended  the 
meaning  of  the  red  menace  to  America  and  who  first 
took  steps  to  combat  it. 

I  confess  to  a  constant  and  bounding  optimism  for 
my  country,  and  I  find  my  optimism  increased  when- 
ever I  come  into  a  community  like  this  where  eager 
youth  throng  for  training  in  the  truth  which  makes 
men  free.  The  most  striking  of  the  reactions  of  the 
war,  unique  indeed  in  our  national  experiences,  has 
been  the  avidity  with  which  the  boys  of  the  land  have 
turned  back  to  their  books,  back  from  the  listening 
post  to  the  lecture  room,  back  from  the  trenches  to 
the  benches  —  and  I  cannot  but  believe  that  the  disci- 
pline which  they  bring  back  from  the  camps  to  the 
colleges  will  find  a  mighty  fruition  in  the  added 
benefit  they  will  secure  from  their  renewed  studies. 
This,  of  course,  only  adds  to  the  demands,  the  duties 
and  the  difficulties  which  the  colleges  must  confront  — 
and  that  they  will  meet  them  none  can  doubt.  Liberal 
appropriations  and  generous  bequests  will  provide  the 
means  for  wise  leadership  such  as  that  in  whose 
honor  we  have  met  today;  and  this  University  and 
other  institutions  like  it  in  spirit  and  in  traditions 
will  continue  to  hold  us  as  a  nation  in  the  safe  course 
of  liberty  under  the  law  and  to  safeguard  for  us  in 
all  time  that  freedom  which  our  fathers  won  and 
which  we  have  seen  and  shall  continue  to  see  'broaden 
slowly  down  from  precedent  to  precedent'." 

PROFESSOR   MARY  VANCE   YOUNG,   OF    MOUNT 
HOLYOKE    COLLEGE 

As  the  representative  of  Mount  Holyoke  College 
and  the  personal  representative  of  President  Mary 


94       W&t  SMate  ZHniberSttp  anb  tfje  iJetu 


E.  Woolley,  Professor  Mary  Vance  Young  brought 
to  President  Chase  the  congratulations  and  best 
wishes  of  Mount  Holyoke,  assuring  her  hearers  at 
the  same  time  of  the  pleasure  she  received  from 
coming  to  a  state  where  she  could  say  boldly  that 
she  had  been  "raised"  in  the  South  ("A  word  I  am 
not  allowed  to  use  in  Massachusetts,  Mr.  Toast- 
master;  they  would  not  understand  it"). 

Professor  Young  was  impressed  with  the  age  of 
the  southern  institutions  represented  at  the  inaugura- 
tion and  thought  that  chronologically  Mount  Holyoke 
was  about  a  niece  of  the  University.  "I  have  been 
greatly  interested,"  she  continued,  "to  learn  of  the 
notable  steps  which  this  University  has  taken  in  what 
we  call  Americanization,  and  I  congratulate  you 
whole-heartedly  on  your  work,  not  only  in  this  state, 
which  is  primarily  your  working  ground,  but  through- 
out the  country.  It  is  a  subject  which  we  have 
been  thinking  a  great  deal  about  at  Mount  Holyoke 
because  it  is  certainly  a  work  which  can  and  should 
be  done  largely  by  women;  and  I  hope  we  can  learn 
from  you  how  it  should  be  done.  The  colleges  and 
universities  of  the  country  must  work  together  on 
this  problem  as  on  every  problem.  For  if  the  educa- 
tional institutions  of  the  country  do  stand  together 
they  may  produce  that  unity  of  spirit  which  is  the 
only  hope  of  definite  progress." 

PRESIDENT    HENRY   LOUIS    SMITH,    OF    WASHINGTON 
AND   LEE   UNIVERSITY 

President  Henry  Louis  Smith,  of  Washington  and 
Lee  University,  identifying  himself  first  as  a  native 
Tar  Heel  who  always  felt  at  home  in  the  Tar 


®ntoer*tt2>  of  JJortfj  Carolina  95 


Heel  state,  brought  congratulations  to  President 
Chase  and  greetings  and  best  wishes  from  "one 
institution  to  another,  both  100  per  cent.  American." 

"I  congratulate  you,  President  Chase,  on  the  oppor- 
tunities which  are  now  placed  before  you  —  and  I 
sympathize  with  you  on  the  demands  which  will 
certainly  be  made  of  you.  The  public,  sir,  as  you 
have  doubtless  found  out,  makes  demands  on  a 
college  president  that  are  almost  impossible  to  fulfill. 
You  are  expected  to  be  a  scholar  and  an  investigator 
with  a  passion  for  the  exact  truth;  an  executive 
with  a  sure  but  diplomatic  touch  with  all  departments 
of  your  institution  ;  and,  by  the  alumni  and  the  public 
generally,  you  are  expected  to  be  the  most  eloquent, 
smoothest,  most  persuasive  speaker,  salesman  and 
general  boomer  of  your  institution  that  was  ever 
seen  on  this  globe.  You  must  be  an  elder  brother, 
a  jolly  good  fellow,  a  saintly  leader,  a  stern  director, 
and  a  zealous  student.  In  the  morning  you  must 
be  with  your  trustees  an  astute  financier  able  to 
make  one  dollar  do  the  work  of  four;  and  in  the 
evening  you  must  be  a  witty,  and  attractive  after- 
dinner  speaker,  and  if  you  fail  in  either  respect 
there  will  be  a  world  of  trouble  for  you.  You  must 
be  orator,  debater,  man  of  science,  court,  judge,  and 
jury,  and  executor  all  rolled  into  one.  It  is  no 
wonder,  sir,  that  the  Carnegie  Foundation  has  found 
that  all  college  professors  live  forever,  but  all  college 
presidents  are  headed  irrevocably  toward  the  lunatic 
asylums. 

Yet,  sir,  I  congratulate  you  with  all  my  heart  on 
the  fact  that  you  are  assuming  the  leadership  in  the 
midst  of  a  period  when  the  world  is  rocked  by  a 


96       QDbe  fetate  ©mbcrsitp  anb  tfje  JJeto  ;%>outf) 


spirit  of  restlessness,  a  seething  spirit  of  revolt  that 
is  shaking  all  men  and  all  institutions.  There  is  a 
clarion  call  to  all  such  institutions  such  as  this  to 
sit  steady  and  to  teach  others  to  sit  steady  in  this 
sea  of  luxury,  shallow  frivolity,  restlessness,  narrow 
partisanship,  and  indifference  to  the  agony  of  the 
world  that  threaten  to  engulf  us.  I  pray  that  you, 
sir,  and  others  in  position  of  leadership,  may  show 
us  the  way  back  to  that  universal  spirit  of  sacrifice  and 
unity  of  purpose  that  only  two  short  years  ago  stirred 
America  to  her  heart.  If  I  were  not  an  optimist, 
I  should  have  to  hang  my  head  in  shame  at  the 
sights  we  have  witnessed  in  this  country,  but  I  hold 
fast  to  all  that  I  have  believed  and  I  have  faith  in 
this  country  enough  to  know  that  the  manifestations 
we  have  seen  are  but  froth  upon  the  surface  which 
must  and  will  pass.  We  can  and  we  will  be  the 
nation  we  were  two  years  ago.  The  old  spirit  of 
America,  brave,  generous,  chivalrous,  will  once  more 
know  her  own." 

PRESIDENT  EDGAR  ODELL  LOVETT,  OF  RICE  INSTITUTE 

From  the  Lone  Star  state  came  greetings  and  warm 
words  of  friendship  from  President  Lovett,  of  Rice 
Institute—  "from  Lone  Star  to  Tar  Heel,"  as  he 
himself  phrased  it. 

"There  is  a  definite  spiritual  relation  between  the 
oldest  state  university  in  the  country  and  one  of  the 
youngest  of  all  the  institutions,"  he  said,  "and  it  finds 
its  foundations  in  the  lives  of  two  young  New  Eng- 
landers  who  came  south  to  give  all  they  had  to  the 
upbuilding  of  their  respective  commonwealths." 


ttp  of  Jlortf)  Carolina  97 


He  told  the  story  of  William  Marsh  Rice,  a  New  Eng- 
lander  who  came  to  Texas,  gave  his  life  to  that  state, 
made  his  fortune  there,  and,  dying  left  it  for  the 
foundation  of  Rice  Institute.  "So  your  President 
Chase,  another  New  Englander,  young  and  fired  with 
the  desire  to  serve  his  adopted  state,  is  giving  his 
life  to  this  institution. 

"I  congratulate  President  Chase  that  he  comes  to 
this  position  of  leadership  with  the  equipment  of 
scholarship.  I  have  been  much  interested  in  the 
extension  work  of  this  and  other  institutions,  but  in 
the  last  analysis  the  clearest,  most  insistent,  most 
urgent  need  for  all  southern  institutions  from  Virginia 
to  Texas,  is  scholarship.  The  end  of  education  still 
remains  the  discovery,  discipline,  and  development  of 
natural  ability.  It  is  a  significant  fact  that  in  the 
world's  contributions  to  scholarship  the  United  States 
has  always  lagged  behind  other  nations,  and,  further, 
that  in  the  United  States'  contributions  to  scholarship 
the  South  has  lagged  behind  the  remainder  of  the 
country.  Check  over  the  list  of  members  in  learned 
organizations,  the  leaders  in  arts,  science,  scholarly 
work  of  all  kinds,  and  it  will  be  seen  immediately 
that  we  of  the  South  are  in  arrears  in  achievement 
in  science  and  humanism.  We  cannot  plead  youth 
and  rawness  ;  we  have  age,  we  have  vigor.  But  where 
are  the  philosophers,  the  historians,  the  painters,  poets, 
artists,  musicians,  engineers,  university-trained  leaders 
of  all  kinds  that  should  have  come  forth  from  our 
southern  universities?  It  is  a  thought  to  give  pause 
to  you,  sir,  as  you  begin  your  career  as  president; 
it  is  a  thought  to  touch  all  leaders  of  southern  colleges 
and  universities  to  stir  them  and  inspire  them  to  keener 
and  more  persistent  efforts  to  successful  leadership." 


98       3H)e  S3>tate  ^Inibersttp  anb  tfte  JJeto 


PRESIDENT  EMILIE    MCVEA,    OF   SWEET    BRIAR   COLLEGE 

"From  the  youngest  woman's  college  in  the  south 
an  adopted  daughter  of  this  University  brings  to 
President  Chase  and  an  institution  she  loves  the 
heartiest  greetings  and  good  will."  The  words  came 
from  President  Emilie  McVea,  of  Sweet  Briar  Col- 
lege, one  of  the  two  women  on  the  list  of  speakers. 

After  speaking  of  the  new  impulses  in  the  country's 
feeling  toward  education  for  women,  President 
McVea  said:  "I  am  glad  to  bring  an  especial  word 
of  greeting  to  that  small  band  of  women  who  are 
studying  at  this  institution,  the  beginning,  I  hope,  of 
a  never-ending  stream  which  shall  pour  itself  from 
all  the  borders  of  this  state  to  this  institution 
because  I  see  in  this  small  group  now  here  the  nucleus 
of  those  who  shall  enjoy  greater  opportunities  for 
the  women  of  the  South.  There  is  no  other  place 
in  North  Carolina  where  women  can  turn  for  graduate 
work,  and  it  is  a  fine  and  encouraging  sign  that  the 
doors  of  this  University  are  open  to  those  women 
who  are  burning  with  zeal  for  higher  educational 
opportunities. 

"From  Sweet  Briar,  only  14  years  old,  to  the 
University  of  North  Carolina,  125  years  old,  is  a 
long  way  in  educational  terms.  Yet  in  our  small 
way  we,  and  all  the  women's  colleges  of  the  South, 
are  working  to  lift  and  uphold  the  standards  of 
education.  No  group  of  institutions  has  a  higher  or 
more  insistent  call;  none  has  greater  opportunities. 
The  war  has  tried  and  proved  the  worth  of  women  and 
women's  colleges,  and  the  opportunities  of  peace  find 
us  fighting  desperately  to  do  the  work  that  we  know 


tlfje  ®mbergitp  of  JJortf)  Carolina  99 

ought  to  be  done  and  that,  with  our  limited  facilities, 
we  are  going  to  do. 

"One  danger  I  foresee,  and  this  one  danger  we 
are  fighting  against — that  we  produce  leaders  of 
affairs  only  and  not  leaders  of  thought." 

PRESIDENT  ROBERT  P.  PELL,  OF  CONVERSE  COLLEGE 

Bringing  the  greeting  of  Converse  College,  Presi- 
dent Pell,  an  alumnus  of  the  University,  referred  to 
his  alma  mater  as  being  particularly  the  "steward  of 
truth  and  character." 

"This  University  has  a  right  to  produce  leaders  of 
women's  colleges.  As  a  boy  here  and  as  a  grown 
man  it  was  my  privilege  to  visit  and  know  that 
remarkable  woman,  a  daughter  of  this  University, 
Mrs.  Cornelia  Phillips  Spencer,  and  to  learn  through 
association  with  her  the  spirit  of  true  educational  love 
and  loyalty.  I  felt  that,  following  her  spirit,  I  was 
following  worthy  lead  in  the  education  of  women. 
Three  things  I  recall  especially  as  contributions  of 
this  University  in  my  day:  first,  high  regard  for  the 
classical  studies,  Greek  and  Latin;  second,  a  clear 
conception  of  the  true  spirit  of  democracy;  third, 
devotion  (largely  inspired  by  President  Battle)  to  the 
spirit  of  service." 

Referring  to  the  new  school  of  public  welfare, 
President  Pell  said:  "You  have  launched  here  a 
special  school  to  meet  the  perils  of  peace,  and  I  say 
to  you,  sir,  that  in  the  steps  this  institution  has  taken 
in  the  field  of  social  science  it  has  a  splendid  oppor- 
tunity to  lead  the  whole  country.  It  is  a  broad  field 
and  we  expect  you  to  make  original  contributions  to 
the  science  of  social  engineering.  You  are  the  pioneer 


loo     Wbe  fetate  ®mber£(tp  anb  tfje  Jleto  feoutf) 

and  other  institutions  of  the  South  and  of  the  entire 
country  are  going  to  look  to  you  for  guidance.  I 
hope  you  will  find  strength  to  continue  this  work  and 
to  show  all  of  us  what  can  be  done  in  public  service 
to  our  communities." 

DEAN  JOHN   HOLLADAY  LATANE,  OF  JOHNS 
HOPKINS   UNIVERSITY 

Dean  Latane  brought  the  congratulations  and  greet- 
ings of  Johns  Hopkins  University  to  President  Chase 
and  the  University.  "As  a  Hopkins  man  I  cannot 
but  feel  at  home  here,  for  on  every  side  I  see  Hopkins 
men  and  I  know  that  your  faculty  has  always  had 
a  large  number  of  Hopkins  men  in  it.  North  Carolina 
is  one  of  three  states  mentioned  in  the  will  of  Johns 
Hopkins  as  states  from  which  he  wished  the  univer- 
sity which  bears  his  name  to  draw  students,  and  there 
has  been  always  provision  for  scholarships  for  ten 
North  Carolinians  each  year.  These,  I  believe,  are 
always  filled.  It  has  been  a  distinct  pleasure  to  be 
here  on  this  occasion  and  I  wish  for  the  new  leader 
and  the  University  all  good  fortune." 

PROFESSOR  JOHN   SPENCER  BASSETT,  OF  SMITH   COLLEGE 

In  bringing  to  President  Chase  the  congratulations 
of  Smith  College  Professor  Bassett  said  that  in  his 
experience  in  New  England  the  most  frequent  utter- 
ance he  heard  about  North  Carolina  was  in  relation 
to  the  remark  which  a  governor  of  North  Carolina 
was  supposed  to  have  made  to  a  governor  of  South 
Carolina.  "I  wish  that  New  Englanders  knew  more 
about  the  spirit  of  North  Carolina,  which  is  essen- 
tially the  spirit  of  progress,"  he  said. 


{Hmtoertfttp  of  Hortfj  Carolina  101 


"When  educated  men  and  women  come  together," 
continued  Professor  Bassett,  "I  believe  that  some 
words  of  wisdom  should  be  said  in  the  midst  of  the 
many  joyful  words  of  congratulations,  greeting,  and 
good  will  which  we  feel  here  tonight  and  which  we 
have  said  to  the  new  president.  I  am  going  to  attempt 
a  word  of  wisdom  and  I  hope  you  will  think  about  it. 

"We,  the  American  people,  ought  to  be  more  toler- 
ant of  our  rulers.  We  ought  to  have  more  kindness, 
more  humanity,  for  our  presidents.  It  is  a  matter 
of  history  that,  with  only  one  exception,  no  president 
of  the  United  States  has  served  two  terms  without 
receiving  from  the  American  people  a  volume  of 
abuse,  contumely,  distrust,  almost  hatred,  strong 
enough  to  knock  most  men  off  their  feet.  It  was 
true  of  Washington,  of  Jefferson,  of  Madison  (it 
was  not  true  of  Monroe),  of  Jackson,  of  Grant,  of 
Cleveland,  of  Roosevelt. 

"This  is  not  right.  We  take  too  much  out  of  the 
man  whom  we  put  at  the  head  of  our  affairs,  to 
whom  we  entrust  the  destiny  of  our  country.  Walter 
Page,  that  distinguished  North  Carolinian,  told  me 
that  Theodore  Roosevelt  told  him  that  if  the  people 
of  the  United  States  knew  all  that  he  knew  about 
the  presidency,  of  the  difficulties  attached  to  the  office, 
of  how  misunderstood  and  misjudged  presidents  are, 
of  how  much  they  have  to  sacrifice  to  gain  so  little 
of  all  they  are  trying  to  do,  no  man  would  want  the 
position. 

"Why  should  men  be  uniformly  courteous  and  kind 
in  their  personal  relations  and  hard  and  bitter  and 
mean  in  their  political  relations?  It  is  a  thought  which 


102     tElje  fetate  ®mber*tt|>  anb  tfje  JJeto 


I  wish  to  leave  with  this  group  because  I  believe  that 
the  American  people  should  know  more  and  think 
more  about  it. 

"This  final  word,  President  Chase  —  in  your  new 
relations  in  North  Carolina  I  can  wish  nothing  higher 
for  you  than  that  you  as  a  New  Englander  may 
receive  from  North  Carolinians  —  and  I  am  sure  you 
will  receive  them  —  that  kindness,  sympathy,  and  hos- 
pitality which  I  as  a  North  Carolinian  have  received 
from  New  Englander  s." 

DEAN  GEORGE  B.  PEGRAM,  OF  COLUMBIA  UNIVERSITY 

"It  is  a  pleasure,"  said  Dean  Pegram,  "to  bring 
to  the  University  of  North  Carolina  and  to  President 
Chase  the  greetings  of  Columbia  College,  of  Barnard 
College,  of  Teachers  College,  of  all  Columbia  Uni- 
versity. 

"You,  sir,  represent  a  university  growing  up  in 
the  midst  of  rural  conditions,  serving  a  largely  rural 
population  in  a  southern  state.  We  are  an  urban 
university,  situated  in  the  midst  of  one  of  the  largest 
cities  of  the  world,  serving  a  distinctly  urban  com- 
munity. Our  problems  are  different;  yet  each  has 
his  own  problems,  distinct,  important,  urgent;  and 
each  is  devoting  all  of  the  resources  available  toward 
the  solution  of  those  problems. 

"It  is  part  of  the  complex  life  of  this  nation  that 
there  should  be  two  universities  facing  such  totally 
different  conditions,  both  bound  together  by  the  com- 
mon bonds  of  educational  principles,  but  both  called 
upon  to  translate  those  common  educational  principles 
into  such  different  terms  of  practical  service.  We 
are  alike;  yet  we  are  totally  different.  And  I  con- 


JHntoertfttp  of  Jfjortft  Carolina  103 


gratulate  you,  sir,  that  you  have  been  able,  with  such 
distinction,  to  grasp  firmly  the  ends  of  all  university 
leadership  and  to  relate  your  university  so  closely 
with  the  daily  life  of  the  people  of  the  commonwealth 
you  are  called  upon  to  serve.  I  can  wish  no  finer 
thing  for  you  than  that  you  should  continue  this 
work  which  you  have  thus  far  so  nobly  b£gun." 

PRESIDENT  ENOCK  WALTER  SIKES,  OF  COKER  COLLEGE 

As  the  representative  of  Coker  College,  President 
Sikes,  expressing  his  pleasure  at  being  again  in  North 
Carolina,  brought  good  wishes  to  President  Chase. 
"My  institution  at  one  and  the  same  time  represents 
the  spirit  of  the  Old  South  and  the  spirit  of  the  New 
South,"  he  said.  "It  was  founded  by  a  man  who 
gave  all  that  he  had  to  the  cause  of  the  Confederacy, 
even  to  part  of  his  life-blood,  who  came  back  from 
the  conflict,  broken  in  body,  broken  in  fortune,  broken 
in  everything  except  his  indomitable  spirit.  Upon  the 
wrecks  of  his  own  home  and  of  his  own  native  land, 
he  started  afresh  to  work  out  his  destiny.  Crippled 
and  penniless,  he  worked  with  such  zeal,  intelligence, 
and  uprightness  of  character  that  in  the  course  of 
time  he  accumulated  a  fortune. 

"He  might  have  done  many  things  with  that  for- 
tune. He  certainly  might  have  waited  until  his  own 
death  to  do  anything.  But  he  had  the  courage  and 
the  foresight  to  see  around  him  the  crying  call  for 
leadership  in  the  education  of  women  in  the  South, 
and  he  resolved  to  pour  his  fortune  into  that  great 
cause.  He  who  had  studied  investments  all  of  his 
life,  who  had  proved  time  and  time  again  that  he 
knew  the  worth  of  investments,  who  never  put  his 


104     ®fte  fetate  ®ntbers(ttj>  anb  ttje 


money  where  it  did  not  bring  back  many-fold  returns, 
now  began  the  investment  of  his  fortune  in  the  edu- 
cation of  southern  womanhood.  I  do  not  need  to 
tell  this  audience  of  the  importance,  of  the  value  of 
that  investment,  nor  is  it  necessary  for  me  to  say  that 
surely  there  will  be  greater  returns  from  this  invest- 
ment than  from  any  other  which  Mr.  Coker  ever 
made  in  his  long  career  of  investments.  There  can 
be  no  greater  field  for  service  than  the  young  women 
of  the  South,  and  it  is  a  fine  thing  that  there  are 
leaders  among  our  citizens  who  realize  that  fact  and 
are  willing  and  do  pour  themselves  and  their  fortunes 
into  such  a  service." 


INAUGURAL   RECEPTION 

From  9:30  until  10:30  in  the  evening  the  guests 
of  the  University  were  entertained  at  a  reception  in 
Bynum  Gymnasium. 


THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


